The question of which aspects of a problem are hard to remember is addressed. A series of studies assessing the difficulty of representing various kinds of algebraic information in memory are presented. (Author/GK)

Findings of this study support the generalization that assigning letter grades based on standard deviations will not result in lower achievement than assigning grades based on absolute standards of achievement. (JC)

Argues that students should be given mathematics credits for completing accounting classes. Demonstrates that, although the terminology is different, the mathematical concepts are the same as those used in an introductory algebra class. (JOW)

Presents a simple method for teaching the algebraic solution of cubic equations via completion of the cube. Shows that this method is readily accepted by students already familiar with completion of the square as a method for quadratic equations. (Author/KHR)

Reports on a study of the nature of abstract algebra students' understanding of permutations and symmetries. Examines the epistemology of permutations in a finite set of symmetries of a regular polygon. Concludes that the initial genetic decompositions of both concepts are relatively consistent with the data, although a few refinements of these…

Discusses the usefulness of Kuhn's concept of paradigm in describing major developments in mathematics and education. Presents the pre-Al-Khawarizmi paradigm in algebra and Al-Khawarizmi's algebra. Analyzes Al-Khawarizmi's algebra as a paradigm and discusses some pedagogical implications. Contains 11 references. (ASK)

In this paper, using the Lambert series and other known results, the authors consider the computation of a class of series involving the powers of generalized Fibonacci and Lucas numbers, and obtain their approximate values.