Activities geared to reinforcing the skills involved in solving linear equations are given. The material is prepared on worksheets designed for duplication. Student use of calculators is suggested, and the material can aid in promoting mental computation and estimation. (MP)

Research to determine whether female and male students with comparable mathematics backgrounds will have comparable achievement patterns in algebra is presented. Sex differences discovered appear to have little to do with algebra, with further research recommended on pupil use of applied problem-solving skills. (MP)

Practical tips on the teaching of subtraction, addition and subtraction of fractions, and finding the vertex of a parabola are given. (MK)

A problem, motivated by the conversion of Fahrenheit to Celsius, is related to classical Diophantine equations. (MK)

Two problems are presented and discussed as a means of demonstrating that the calculator can play a more important role in the mathematics class than simply as a computational tool. (MP)

Three examples are given illustrating the use of the calculator in problems where determining patterns and making conjectures are stressed. (MP)

This study examined the effects of inquiry training on students' ability to think analytically and the relationships of that ability with achievement in geometry and algebra. Results indicated that inquiry-trained students were not more analytical in approaching mathematics than others. (SD)

Presents an activity that illustrates the application of mathematics to modern navigation and utilizes the Global Positioning System (GPS). GPS is a constellation of 24 satellites that enables receivers to compute their position anywhere on the earth with great accuracy. (DDR)

Examined relations between algebraic word-problem attributes and students' strategies, errors, and problem difficulty. Found that constructed responses capture strategy formulation and high-level planning--as do traditional measures of quantitative reasoning--but are more sensitive to individual problem characteristics and procedural errors that…

Reports on a case study of a 16-year-old student working on transformations of functions in a computer-based, multirepresentational environment. Presents an analysis of the work during the transition from the use of visualization and analysis of discrete points to the use of algebraic symbolism. (AIM)

Introduces students to the study of dynamical systems through a number of learning activities that explore functions in general and linear and exponential functions in particular. Students use calculators to interpret graphs, find patterns in tables of data, and also use algebra. (DDR)

Focuses on Standard 4: Knowing Mathematical Pedagogy from the "Professional Teaching Standards" from the National Council of Teachers of Mathematics. Uses the profile of an algebra teacher and his pedagogy to explore how this standard might be exemplified in practice. (DDR)

Provides examples of the mathematics explored in a project that involved teachers in seminars in which they solved problems that focused on algebraic thinking across the grades. Presents the project as a model for staff development for teachers across grade levels. (DDR)

Reports findings from the team teaching of a course in mathematical problem solving designed for secondary and community college teachers to clarify the concept of ."ecessary and sufficient" conditions. Discusses assigned problems and students' incorrect interpretations. Student interpretations showed how simple mistakes can often lead to rich…

Discusses the Texas Instruments calculator the TI-92 and how it can be an effective tool in the mathematics classroom. Provides examples of combining the algebra capabilities of the calculator and Cabri-Geometry II with graphing, tables of values, statistics, programming, and a simple text editor to enhance mathematics instruction. (DDR)