The performance of 60 fourth form pupils who had been taught to solve algebraic equations by the algorithmic or flow chart method was studied. A sizeable number of pupils were not using the flow chart method. Other types of errors are noted. (MNS)

Presents three sample problems related to arithmetic and algebra, geometry, and calculus, indicating, in each case, similar problems that could be posed. Includes a discussion of positive benefits which result by asking students "Can you derive the result differently?" (JN)

Offers reasons why algebra should not be taught in the eighth grade, suggesting that this subject be replaced by a challenging, engaging alternative. Also suggests enriching the mathematics program to bring more students into mathematics classes. (JN)

Evidence was collected to support previous research findings that children prefer quantitative to formal methods of solving linear equations. They find formal methods difficult. How to help them become more receptive to learning formal methods is discussed. (MNS)

The focus is on how line graphs can be used to approximate solutions to rate problems and to suggest equations that offer exact algebraic solutions to the problem. Four problems requiring progressively greater graphing sophistication are presented plus four exercises. (MNS)

Challenges traditional use of logic in the mathematics curriculum, indicating how it may be better used. Explicit suggestions and justification for placing inferential logic in high school geometry and relegating most of the sentential logic to algebra are provided. Overviews of both forms of logic are also provided. (JN)

Methods for generating rational equations and some generalizations that can be used when writing classroom examples or test items are given. (MNS)

Suggests that algebra, geometry, and recent history can be combined in lessons pertaining to an ongoing, relevant controversy related to paper sizes. Early paper sizes, International Standards Organization (ISO) paper sizes, the "golden rectangle," and paper sizes in the United States are discussed. (JN)

Illustrated is how students can be directed to move from a geometric to an algebraic mode of thought and back again in linear algebra, thereby deepening their understanding. Rotations and line reflections in the plane are used as the example. (MNS)

An example is given of the discovery method of instruction applied in a remedial college algebra course. (DT)

This article investigates the transformations which result when all variables and constants in given functions are allowed to be complex numbers. (DT)

A method for changing repeating decimals to fractions is explained. (DT)

This book is designed to help teachers understand children's intuitive problem solving and computational processes and to figure out how to use that knowledge to enhance students' understanding of arithmetic. This book provides numerous examples of classroom dialogues that indicate how algebraic ideas emerge in children's thinking and what…

GED "Scoreboost" materials target exactly the skills one needs to pass the General Educational Development (GED) tests. This book focuses on the GED Mathematics test. To prepare for the test, the test taker needs to learn skills in number and operation sense, data and statistics, geometry and measurement, and algebra. To pass the test,…

We present two vignettes of classroom episodes that exemplify new activity structures for introducing core algebra ideas such as linear functions, slope as rate and parametric variation within a new educational technology environment that combines two kinds of classroom technology affordances, one based in dynamic representation and the other…