Calculator-based activities are presented that may be used as the framework for a unit to replace much of the usual algebra material on exponential functions and logarithms. (MP)

The internal operations of this computer symbolic mathematics system are described in detail in order to explain the accomplishments of the computer. (MP)

A high degree of classroom activity relevant to the lesson content positively influenced achievement in high school algebra lessons. (Editor)

Three problem-solving strategies--working backward from the unknown, forward from the given, and mixed--were applied to interrelated algebra equations. The mixed strategy was most popular and most efficient with grouped variables. Memory load or information-processing load differences among the strategies were evident. (CP)

The article includes a short history of polygonal numbers, a method for finding the root of a polygonal number, and suggestions for using polygonal numbers in the classroom. (MK)

Presented is a derivation for the matrix representation of an arbitrary boost, a Lorentz transformation without rotation, suitable for undergraduate students with modest backgrounds in mathematics and relativity. The derivation uses standard vector and matrix techniques along with the well-known form for a special Lorentz transformation. (BT)

Classroom related topics discussed are: cryptics and statistics; understanding absolute value; recognizing quadratic equations with no real roots; and two derivations of a formula for finding the distance from a point to a line. (MP)

Arguing that the infusion of career information into the student's mainstream curriculum, in this case mathematics courses, both provides the student with information about a wide range of occupational options and enhances the teaching of actual subject matter, the author introduces a series of mathematics texts he has written to enable students…

Directions are given for making a model of a three-dimensional coordinate graph. (DT)

Nine verbal behaviors of teachers were identified. After twenty Algebra I teachers taught a lesson on direct variation, their students took a posttest. Findings showed that lesson objectives, relevant examples, and "OK" responses correlated positively (p less than .05) with student posttest achievement. (DT)

Basic algebraic formulas for calculating research program budgets are explained, using time-tested examples of cost-sharing, fringe benefit, and indirect cost calculation. The method is suggested as a tool for teaching both novice research administrators and researchers. (MSE)

Reports on an experiment in which Algebra I students (N=181) learned to translate word problems with two unknowns from the prose representation to symbolic representation using two variables when first solving word problems with two unknowns. Concludes that students who had learned to solve equations with the new method scored higher than those…

Illustrates how many key algebraic concepts can be informally developed within the number and operations strand taught in the primary grades. Discusses expressions and equations, properties and conventions, relationships between operations, and variables from this perspective. (ASK)

Presents two games that provide practice with equivalent fractions, that were produced at three levels of difficulty, Level 1 being the simplest. Also describes another game for practice in solving simple linear equations. Appendices contain examples of materials used in the games. (ASK)

Describes a technique that uses cellular telephones and their rates to enliven the topic of linear equations in a college algebra course. Uses mathematics to select a cellular telephone plan from a vendor. Enables students to use and connect the ideas of functions, equations, graphs, and applications. (DDR)