John Saxon's incremental development model has been proclaimed as a superior teaching strategy for mathematics. This study evaluated the Saxon approach and textbook using 276 Algebra I students in experimental and control groups. The groups were compared in cognitive and affective areas. Results are presented. (Author/MT)

Develops an approach for advance estimation of user charges based on information actually retrieved by searching numeric databases, and defines a method for query cardinality estimation. Based on the relational data model, which uses relational algebra, this method uses formal file descriptions to describe the database files. (LRW)

A sequence for teaching quadratic equations is presented. Considered are: multiplying arithmetic binomials, multiplying algebraic polynomials, reversing the process, missing terms, perfect squares, other special forms and diagrams, quadratic equations, completing the square, systematizing the process, the general form, graphing equations, and…

A problem is discussed in which students investigate the properties of the perfect triangle. (MNS)

Explores a particular method of searching for roots that lends itself well to discovery learning through writing a computer program. The teacher-student interaction is given, and two computer program listings are included. (MNS)

Calculating the deficit between big-league baseball teams, and using that answer to prove the relationship between games behind and the described deficit, are each considered. (MNS)

A geometric task was designed to investigate the effect of the frequency of irrelevant features in learning a conjunctive concept. One hundred algebra students were assigned to one of four treatment groups. Frequency of irrelevant features affected the usefulness of negative instances. (MNS)

Reasons other than utility are needed to justify the place of algebra in the mathematics curriculum for all children. The possibility of considering generalized arithmetic and computer algebra are each discussed. (MNS)

The effectiveness of one remedial mathematics technique is examined. Results indicated that students who passed remedial math and then took college algebra had significantly higher final algebra grades than did undergraduates who failed remedial math. (MLW)

Provides descriptions of seven computer programs (indicating program name, current cost, source, RAM needed, and compatible computers). Subject areas of the programs are algebra, astronomy, heredity, physics, medicine, and logic. (JN)

Curiosities offer an interesting alternative to traditional methods of attacking problems. An illustrative situation is given, with graphical, computer, and analytical methods used to solve the problem. (MNS)

A method for solving polynomial equations is discussed that relies on the user's seeing approximations to the roots of the equation. The equation is then manipulated to improve on that approximation. A computer program is included. (MNS)

Six algebra activities which use manipulative aids are described. The aids can be motivating, multipurpose, and individually manipulated by students. Some of the activities involve students in problem-solving practice and some can be revised to provide for students of differing ability levels. (JN)

How the concept of function sheds new light on one of the central tasks of algebra, that of solving equations, is discussed. Many specific examples are presented, and a theoretical basis is included. (MNS)

A previous article argued that the tradition of teaching sentential logic in geometry should be challenged and suggested that sentential logic be moved to algebra and replaced by inferential logic. Specific inferential logic topics were also suggested. This article elaborates on the inference schemes suggested and describes general proof…