These three brief articles concern problems students encounter in solving simple linear equations, children's conceptions of number, and the distinction between adding objects and adding numbers as illustrated by students' problems with Euler's formula. (SD)

The target point for the cue ball in a simplified game of billiards is computed through the use of line reflections and computations with complex numbers. (JT)

The principles of modern genetics are extended to study the extinction probabilities of such genetic diseases as sickle-cell anemia, Tay-Sachs disease, and cystic fibrosis. (JT)

One group of elementary education majors received an algebraic instructional treatment of a unit on linear absolute value equations while another received a geometric treatment. The hypothesis of an aptitude-by-treatment interaction was statistically confirmed. (MN)

A method for teaching students to solve complex algebraic equations is described. The method, which relies on sequentially reducing the complexity of the problem has been successfully used with secondary students and in remedial college courses. (SD)

The author argues that undergraduates, and especially those not planning to pursue mathematics, are not ready for a definitional approach to mathematics. He interprets data on student attribution of five terms (theorem, law, fact about numbers, definition, axiom) to definitions in support of his argument. (SD)

Using computers to provide diagnosis and remediation in mathematics is emphasized. Some essential features of technology-supported learning environments are discussed, as well as features that facilitate their use. Illustrated is a computer environment for learning algebra. (MNS)

This activity exposes beginning algebra students to the concepts of slope and intercept. Four worksheets pertain to the "electrician problem." (MNS)

An application of functions and their inverses is described--the coding and decoding of messages, or cryptographs. The helpfulness of computers is noted, with two programs listed. (MNS)

A general model for solving algebra word problems requiring a linear solution in one variable is described. A step-by-step approach is illustrated, with a worksheet included. (MNS)

Use of the calculator to create a series of iterations to approximate i to some desired degree of accuracy is illustrated with three problems on interest rates. (MNS)

Results from a British study on Strategies and Errors in Secondary Mathematics are considered. Students' views of algebra and their difficulties are summarized, with some suggestions for teachers. (MNS)

Attention is called to the apparent widespread misunderstanding of algebraic notation by secondary school students, and how this may arise from some common approaches to teaching algebra to beginners is discussed. (MNS)

Stressed is a conceptual approach to absolute value, based on the visualization of the graphs of absolute-value equations. An important by-product is predicting a graph on the basis of certain constraints. Four worksheets plus teacher comments are included. (MNS)

Several intuitive proofs for evaluating specific infinite expressions are given. Observations on intuition and errors in mathematics are included. (MNS)