The origins of the emphasis on formal proof are discussed as well as more recent views. Factors in acceptance of a proof and the social process of acceptance by mathematicians are included. The impact of formal proof on the curriculum and implications for teaching are given. (DC)

A Holt, Michigan, high school's recent shift toward conceptual understanding and demonstrated performance inspired one math teacher to develop a panel performance-assessment process. For their midsemester and semester exams, students in algebra II and precalculus discuss before a panel of judges the solutions to complex problems. Panel assessment…

Activities in this article are a practical response to the philosophical debate about the use of technology in mathematics classes. Shows how technology can help students understand the sophisticated mathematics embedded in r, the correlation coefficient. Includes reproducible student worksheets. (MKR)

Discusses the emergence of electronic performance support systems and describes some of the ways in which electronic performance support is now influencing learning strategies in elementary and secondary schools. Examples are given that involve writing, music, graphic arts, and algebra, and future directions are suggested. (LRW)

An algebra test administered to (n=18) first-year college students found a disregard for negative numbers, ineffective use of counterexamples, misapplication of rules, and a lack of a good grasp of relevant mathematical terminology. (12 references) (MKR)

Examined two cross-aged tutoring corpora to show how conversational rules and politeness strategies can potentially enhance or inhibit effective tutoring. Suggests that politeness strategies are more prevalent in less constrained domains, even though their use may inhibit effective tutoring. Tutors should be cognizant of these costs and benefits,…

Discusses the impact of computer algebra systems and evolving educational technologies on the mathematics curriculum, including fundamental assumptions, understandings that are needed, overarching priorities (acquiring and using knowledge), impact on students and parameters of instruction, and impact on faculty. (43 references) (MKR)

Shows how technologies are essential in a new algebra curriculum based on the NCTM Standards. This article is one of the keynote addresses of the Algebra Working Group of the Seventh International Conference on Mathematical Education held in Quebec City, Canada in August 1992. (24 references) (MKR)

This article is the last keynote address of the Algebra Working Group of the Seventh International Conference on Mathematical Education held in Quebec City, Canada in August 1992. Attempts to integrate, and react to, the broad range of issues raised by the Algebra Working Group. (35 references) (MKR)

Describes two thought experiments, involving visualizing the behavior of functions, that can be turned into computer experiments. (MKR)

Partnership for Access to Higher Mathematics uses fiber-optic technology in a partnership program among Southwest Texas State University, the San Marcos School District, the telephone company, and the community to significantly improve the mathematical skills of at-risk students. (MLF)

Provides illustrated problem settings that serve as models for generating new investigations of the three-dimensional figures that result from a transformation of two-dimensional patterns. (JJK)

Clapping music for two performers provides the basis for a series of mathematical problems in combinatorics and group theory. A discussion provides insight about how to avoid overlooking global extrema in constrained max-min problems when solving systems of algebraic equations. (JJK)

Mathematics portfolios need not be limited to problem-solving efforts. When California algebra teacher asked students what portfolio contents would show their effort and learning, they suggested daily notes, personal budget and lottery projects, scale drawing, their best and worst tests, weekly problems, daily class notes, and homework. Students…

Analyzes the nature and growth of students' algebraic knowledge and thinking from an epistemological perspective supported by historical observations. Focuses on two crucial transitions: from the purely operational algebra to the structural algebra of a fixed value of an unknown and then to the functional algebra of a variable. (Contains 58…