The determination of an equation for predicting grade point averages of college freshmen is given as an application of solving simultaneous equations. (MP)

Determining which whole numbers can be expressed as the difference of two squares and which as the sum of two squares forms the basis of two discovery exercises. (DT)

Commonly used words in algebra are hidden in a grid. (DT)

No meaningful correlations were found when "teacher effect" scores (based on student achievement) for 28 Algebra I teachers were correlated with teachers' knowledge of the real number system and other related algebraic structures, length of service, college mathematics grade point average, and number of postcalculus course taken. (DT)

Presents an activity that connects area with cutting brownies which are in different shapes for different numbers, uses algebraic equations, and fixes the exact dimensions of brownies. Concludes with four different solutions from six people for the class of 16 and a trapezoidal brownie. (ASK)

Discusses a cooperative learning group in an algebra class, Homework Partners, in order to promote active student learning. Presents difficulties and benefits of this system. Concludes that the Homework Partners concept can be beneficial for other mathematics courses. (ASK)

A study examining performance differences on the Ohio Colleges Early Math Placement Test of students receiving algebra and geometry instruction in a traditional, year-long structure versus students in an intensified block structure found the traditional structure more effective. Using block scheduling for all courses and students is unwise. Some…

Presents algebra course curriculum that utilizes a symbolic algebra system called PAD (Power, Application, and Depth). Demonstrates an example using PAD and points out that mathematics courses using this software present new ways for students to launch the power of algebraic thinking. (ASK)

Testing of junior and senior business students on algebra, calculus, and statistics problems revealed they retained little of what was covered in basic quantitative courses. Emphasis on student evaluation of teachers may create incentives for instructors to avoid challenging students in these courses. (SK)

Presents several examples of investigations which demonstrate the following: (1) algebra is connected to other mathematical topics; (2) algebra is an effective tool for representing patterns and relationships; and (3) algebra is an effective tool for analyzing patterns. (DDR)

Argues that technology influences mathematics education by enabling students and teachers to discover and demonstrate generalizations and properties that were unthinkable a few years ago. Focuses on one example related to a paradox involving parabolas. (DDR)

Considers the random sum SN+X1+X2+...+XN with a stopping rule N=min((n: SN absorbing Markov chain. (AIM)

Lists some ways that sequences were incorporated into mathematics lessons and explains a teacher's observations about the caliber of thinking and questioning that students develop as they learn appropriate ways to use numbers. Provides a number of questions that have been raised by students and the thinking prompted by a discussion of those…

Presents an insightful approach to algebra that enhances both personal and classroom communication through the process of solving a linear equation. (KHR)

Describes a teaching method to explain excess burden, a key concept in the public economics field. Demonstrates that changing any relevant variable has the same effect on excess burden when viewed as an area of a triangle under a demand curve or as the value of a mathematical formula. (JEH)