Describes the results of three years of field-work and the prospects for change in algebra teaching as a consequence of using computers and calculators. Summarizes the structure of text materials, classroom organization, and students' responsibilities. (YP)

Discussed are some objections to using calculators in mathematics instruction and testing. Indicates that many commercially available tests do not permit the use of a calculator. Several steps to facilitate the use of calculators are suggested. (YP)

Illustrated is the use of computer- or calculator-based graphing to deepen students' understanding about solutions to inequalities. Two examples which use a zoom-in procedure are provided. (YP)

Discussed are assumptions about technology and classroom equipment, teaching methods, getting started, pitfalls, and the role of algebra and calculus. Suggestions are given for implementing the spirit and vision of the standards. (YP)

Illustrated is the problem of solving equations and some different strategies students might employ when using available technology. Gives illustrations for: exact solutions, approximate solutions, and approximate solutions which are graphically generated. (RT)

Discusses how calculators and computers can assist in the teaching of the basic mathematical competencies. (YP)

Middle-school students were asked to determine the dimensions of a hotel atrium so that guests could enjoy the maximum area of scenic view, given that 650 feet of brass railing could be used around each floor. Several solution approaches are described. (MKR)

Presents suggestions for developing algebraic concepts beginning in the early grades to develop a gradual building from informal to formal algebraic concepts that progresses over the K-12 curriculum. Includes suggestions for representing relationships, solving equations, employing meaningful applications of algebra, and using of technology. (MDH)

Offers games for the elementary school mathematics teacher that include opportunities for the consolidation and practice of fundamental skills and routines. (JJK)

Studied effects of students' use of calculators with 2 experimental forms of a university mathematics test taken by 765 and 725 college students, respectively. Calculator effects are not found for overall scores but are seen for some individual items. Analysis at the item level makes the actual impact apparent. (SLD)

Presents a game along with several variations involving three players using three-digit numbers to help students improve their number sense on decimal numbers and fractions. (ASK)

Develops and validates an instrument for determining student preferences for multiple representations of functions and establishes baseline data for future research. Students showed preferences for representations of functions which varied between contextualized and noncontextualized settings. Students' preferences for the two settings were more…

Reflects on activities designed for computer-enhanced in-service training of high school mathematics teachers. Uses a computer-based graphing calculator, a dynamic geometry program, and a spreadsheet program to explore linear algebraic equations that bridge finite and infinite mathematics structures. (ASK)

This article defines "higher level mathematical skills" and details an important class: that of "constructing instances" of mathematical objects satisfying certain properties. Comment is made on the frequency of higher level tasks in undergraduate work. We explain how such questions may be assessed "in practice" without the imposition on staff of…

Activities featured in this new compendium--a collection of 26 articles published in Science Scope, NSTA's member journal for middle school teachers--will show how. Technology-Based Inquiry offers fresh approaches that teachers and students can use to explore physical science, Earth and space science, life science, and more. It covers the…