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…

Involving students in generating and solving their own problems is proposed. A method for generating problems by using a number puzzle is presented. Ideas for using the "what if not" technique are also given. (MNS)

Included in this section are brief articles on making up a story to explain a graph, the inverse of a function of a single variable, and exotic horse-race wagering and combinatorics. (MNS)

Presented is the second of a two part series on the use of exponential functions. Discussed, with examples, is the exponential growth of compound interest problems. (SL)

Worksheets are provided which lead students through an exploration of symmetry groups of geometric figures. (DT)

The organization of a basic algebra college course, in which lectures were combined with programmed learning instruction, is discussed. (DT)

There is a significant gap between theories of general psychological functions on one hand (e.g., memory) and theories of mathematical content knowledge on the other (e.g., content of algebra). To better guide the design of ground breaking and demonstrably better mathematics instruction, we need instructional principles and associated design…

One of the greatest challenges for mathematics teacher educators committed to reforming and improving mathematics education is to help preservice elementary and middle school teachers develop an appreciation for algebraic reasoning. Preservice teachers' views of algebra are typically derived from their experiences in middle school and high school…