This volume is organized into six parts. Chapters 1-5, which make up Part 1, first discuss the forces impinging on algebra in the curriculum and suggest possible directions for change. Chapters 6-8, Part 2, concentrate on concepts and teaching possibilities available prior to the formal introduction of algebra. The notion that algebraic ideas are accessible to younger learners but, again, that care is needed in their development, is reinforced. In chapters 9-11, Part 3, equations and expressions in algebra are the focus. It is suggested that previous learning affects the learner's view of new ideas, that the solution of linear equations demands a careful developmental sequence, and that factoring and polynomials are important algebraic topics. Part 4, made up of chapters 12-14, emphasizes suggestions for teaching and using word problems in algebra. Part 5, chapters 15-24, emphasizes the use of technology in the algebra classroom. Suggestions include presenting guidelines for the development of instructional software, using computer programming as a way to introduce mathematical concepts, using computer generated data to teach concepts and processes, and using the calculator as a tool. Part 6, chapters 25-34, focuses on helpful, teacher tested, ideas for teaching algebra. (PK)