Examines teachers' judgments of the difficulties of algebra problems. Offers classroom-tested instructional approaches that build directly on students' mathematical intuitions and inventions. (KHR)

Argues for the use of multiple approaches to instruction as a way to encourage students to be active critics instead of passive recipients. Presents six classroom scenes in historical sequence that review both the mathematical story and the art of teaching. (DDR)

Describes learning-disabled algebra classes offered at Bergen Community College, their structure, teaching and learning strategies used in the classes, and successful outcomes. Concludes that students with learning disabilities can learn algebra when their environment focuses on their needs and learning styles. (KHR)

Focuses on the concept of compound functions and an application of this concept using the tax rate schedules from 1999. Presents an activity designed to help students learn how much income goes to pay federal income tax. (KHR)

Presents a lesson that teaches number patterns through the Vedic matrix found in Vedic mathematics from India. (KHR)

Describes the successful use of a computer algebra system (CAS) with a student as he worked on a problem involving functions far more difficult than he had previously encountered. (Author/NB)

Presented are the results from a few of the writing prompts used in a study and some of the comments made by individual students in response to specific prompts. Background of the study, an intervention strategy, and categories used (prompts, responses, applications, and explanations to peers) are discussed. (CW)

Presented is a example that shows why a certain technical lemma is necessary for a valid proof of Galois Theory. The usual proof of Galois' Theory is included as well as one using the lemma. (KR)

Described is an approach to computational matrix algebra that takes advantage of a high quality, low cost microcomputer software package. The examples and applications discussed focus on matrix multiplication. (Author/CW)

Several activities involving area and volume using empty paper rolls are presented. The relationships of parallelograms to cylinders are illustrated. Teaching suggestions are provided. (CW)

This article presents 12 examples of the use of a calculator in the algebra class. The calculator codes and the mathematical formulas of the examples are presented in the appendix. (Author/YP)

Describes a way for students to learn to solve linear equations using physical objects (pan balances), diagrams, and symbols. Provides diagrams illustrating the method and five problems. Nine references are listed. (YP)

Describes how Suzuki's methods of teaching young pupils to play the violin can be combined with Polya's ideas on problem solving to teach mathematics to elementary school pupils. Six references are listed. (YP)

Discussed is the benefit of the inclusion of historical material in a student's text. Several geometry problems are used as examples. A suggested list of problem sources is provided in the appendix. (YP)

Determines which chessboards contain a chromatic rectangle having all four corners the same color for any black-white coloring. Expands the problem to a three color problem. (YP)