Invites students to try magic-number tricks and discover how and why they work. (Author)

Presents an overview of the 6-8 Standards and their rationale. Demonstrates the need for a cohesive mathematics curriculum. (YDS)

Reflects on one teacher's strategies for facilitating discourse in his classroom--creating an environment in which student ideas are the basis of discussion yet ensuring productive mathematics. (YDS)

Describes different solution strategies used by students for a problem on the cost of talking on the phone. (YDS)

Describes student solutions to a "Food for Thought" problem using different strategies. (YDS)

Explores the influence of student teachers' subject matter knowledge on the process of pedagogical reasoning and the influence of images of mathematics, teaching, and learning on student teachers' organization of subject matter. Four student teachers differed in subject-matter knowledge both in aspects of concepts they emphasized and in the use of…

Presents a lesson to teach matrices that emphasizes conceptual understanding and allows students to extend their investigations into important and relevant situations by using graphing calculators after important conceptual understanding has been developed. (KHR)

Analyzes students' calculations of appliance efficiency using basic arithmetic and provides examples of energy guide labels that illustrate applications of algebra and statistical concepts. (KHR)

This paper presents a sequence of computer-based activities aimed at achieving an intuitive understanding of the ideas and concepts underlying the Fundamental Theorem of Algebra. Deductive proofs to support students' empirical investigations are also discussed. (LZ)

Presents a technique that helps students concentrate more on the science and less on the mechanics of algebra while dealing with introductory physics formulas. Allows the teacher to do complex problems at a lower level and not be too concerned about the mathematical abilities of the students. (JRH)

Using sequential chains of regular n-gons in a row with one side touching, as for example, one triangle, two triangles, three triangles, and so on, students graph the length of the perimeter versus the number of n-gons and determine the functional relationship for different values of n. (MKR)

Describes how learning logs were used in a second-year algebra class to help students prepare for a review session. (MKR)

Demonstrates the application of spreadsheet analysis in solving equations beyond quadratics. Considers the costs of interest, gasoline, and maintenance in deciding how long it pays to keep a car. (MKR)

Presents alternative equation-solving procedures that emphasize an examination of the steps or operations necessary to perform a calculation, followed by the inversion of those steps. The approach is especially attractive to students with limited mathematical skills. (Author/MKR)

Attempts to describe a notion parallel to number sense, called symbol sense, incorporating the following components: making friends with symbols, reading through symbols, engineering symbolic expressions, equivalent expressions for non-equivalent meanings, choice of symbols, flexible manipulation skills, symbols in retrospect, and symbols in…