Presents findings from a study of students enrolled in college algebra. Concludes that the predicted success of students is related to explanatory variables using a linear model. Recommends advising cut-off scores in terms of student success rated as well as the mission statement and philosophy of the university. Contains 12 references.…

Used national survey data to examine the impact of high school algebra on students who differed in mathematics skills before entering high school. Regression analysis with over 12,500 students indicates that all students benefit from taking algebra, although benefits are smaller for those with very low prior achievement. (SLD)

Used data from groups of 376 and 273 algebra teachers to study the reliability of the Stages of Concern Questionnaire (G. Hall and S. Loucks, 1978) and explore changing it to a five-stage questionnaire rather than the seven current stages. Results confirm a lack of reliability but do not support a change to five stages. (SLD)

Gives concrete examples of examinations in which Computer Algebra Systems (CAS) can be used. Discusses the need to link the construction of the examination and evaluation of the exam scripts in terms of an existing classification scheme for mathematical tasks, the MATH Taxonomy. (Author/MM)

The effect of optional retesting on the achievement of 1,314 college students in an individualized algebra course was studied. A performance improvement was found for about 90% of students who had earned a "B" or lower. Optional retesting appears to affect initial mastery, but not cumulative mastery. (SLD)

Presents and discusses examples that can be used to develop the concept of slope as a rate of change through three modes of learning: (1) visualization, (2) verbalization, and (3) symbolization. (ASK)

Computer algebra systems have great potential uses, but learning the basic concepts of algebra is itself a mathematical activity. Explores theoretical concepts that may be seen as essential enabling skills for computer algebra systems users. (Author/ASK)

Develops and tests a function-based approach to algebra called the Visual Mathematics curriculum in grades 7-9. Presents a theoretical framework for a systemic investigation of the structures of algebra word problems and their relationship to function-based solutions. Suggests new insights into categorizing word problems. (Contains 19 references.)…

Active involvement and infusion of mathematics into familiar, everyday experiences are essential elements in challenging students to engage in true thinking. Presents an investigation on graphing that touches on all representations including tables of values, graphs, and verbal descriptions. (ASK)

Offers teaching suggestions for activities using the TI-73 graphing calculator in middle schools. Topics include the number line, data handling, and algebraic thinking. (MM)

Describes the use of the TI-73 calculator to support and enhance the teaching of mathematics with 9-11 year old students. Topics include equivalent fractions, algebra, and data handling. (MM)

Geometrical representations can help students generalize arithmetic to algebra. Includes several examples including triangle numbers and models of cubes. (Author/MM)

Using data from the Longitudinal Study of American Youth (LSAY), the present study examined whether early acceleration of students into formal algebra at the beginning of middle school promoted evident growth in different mathematical areas (basic skills, algebra, geometry, and quantitative literacy) and stable growth across these mathematical…

In discussions with leading educators from many different fields, MAA's CRAFTY (Curriculum Renewal Across the First Two Years) committee found that one of the most common mathematical themes in those other disciplines is the idea of fitting a function to a set of data in the least squares sense. The representatives of those partner disciplines…

Students often look for real-life situations where they can apply the concepts they learn. A project of measuring the speed of moving cars demonstrates that they learn communication skills, teamwork skills, and develop patience specially when work in a group with a common purpose.