The Concepts in Secondary Mathematics and Science Project isolated four "levels" of understanding in algebra. These were derived from a national study. The research reported here set out to assess how realistic it was to apply the notion of "level" to individual schools. (Author/SSH)

Reasons for college students making reversal errors translating a sentence to an equation were explored in six studies. The principal sources were haste, failure to check, failure to base the equation on the sentence meaning, and use of nonalgebraic symbols. Students could successfully check when prompted. (MNS)

Described are stages in the development of a computer program to solve a particular algebra problem and the nature of algebraic computation is presented. A program in BASIC is provided to give ideas to others for developing their own programs. (MP)

Describes how school policy in regard to who will take ninth grade algebra discriminates against minority students. (MK)

A teacher's personal account of teaching remedial mathematics in college is given. (MK)

Uses a graphing calculator to demonstrate that dividing by a fraction is the same as multiplying by the reciprocal. Students graph a division problem and an equivalent problem, multiplying by the reciprocal. They find that the graphs are the same. (SKS)

Describes a classroom activity based on the practice of fishermen tying knots in boat anchor ropes to determine river or lake depth. Knot-tying provides a simple hands-on context for students modeling in algebra. Students were actively involved in measuring, collecting data, fitting a line to data, finding an equation for a line, and checking a…

Investigates different types of procedures used by students (N=108) to simplify certain algebraic expressions. Findings indicate seven types of procedures including automatization, formulas, guessing-substituting, preparatory modification, concretization, rules, and quasi-rules. Contains 30 references. (JRH)

Explains the difficulties middle school students face in algebra regarding the order of operations. Describes a more visual approach to teaching the order of operations so that students can better solve complex problems and be better prepared for the rigors of algebra. (YDS)

Identifies and addresses fundamental ideas that build the foundations of algebraic thinking and reasoning. Focuses on developing appropriate instructional approaches to these concepts. Explains what is meant by "composite unit" and how this concept framed the development of an instructional sequence to help students make sense of and find meaning…

Undergraduates often are aware of and able to apply the facts required to prove a statement but still fail to prove it. By comparing doctoral students and undergraduates constructing proofs in abstract algebra, four types of strategic knowledge are hypothesized. Found that doctoral students had knowledge of how to choose which facts and theorems…

Explains how a microcomputer-based algebra software system, muMATH, can be used to help students understand the theory of convergence of infinite series. Examples are given to illustrate nth term test, ratio test, comparison test, integral test, and Raabe's test. (10 references) (LRW)

Suggests ways parents can encourage success in algebra, including keeping a journal in which students describe in words the steps they used in solving a problem. (MKR)