This paper discusses a pedagogical technique called the discovery approach in teaching remedial and college algebra. Examples of how to introduce and enhance some algebra topics using this approach in mathematics classrooms are illustrated. It is argued that student performance would improve if more topics were presented in a discovery fashion.…

Presents a calculator-type computer program, CLICAL, in conjunction with complex number, vector, and other geometric algebra computations. Compares the CLICAL with other symbolic programs for algebra. (Author/YP)

Discusses reasons for using spreadsheets in mathematics education. Presents mathematics activities for beginning algebra classes using spreadsheets. (ASK)

Reviews three geometry textbooks in order to examine both the quantity and content of algebra review. Concludes that although the books incorporate a great deal of algebra, much of it is noncontextual review. (ASK)

Discussed is the use of magic squares as examples in a first year course in linear algebra. Four examples are presented with each including the proposition, the procedure, and a proof. (KR)

Ideas which apply language concepts to the study of algebra are presented. Discussed are algebraic notation, vocabulary, vocalization, and written assignments. The careful use of algebraic language in mathematics classes is emphasized. (CW)

Described are two examples involving recursive mathematical sequences designed to integrate a holistic approach to learning algebra. These examples promote pattern recognition with algebraic justification, full class participation, and mathematical values that can be transferred to other situations. (MDH)

Four classes (n=53) of Basic Algebra and five classes (n=50) of Intermediate Algebra in a community college setting were randomly assigned to sections either using or not using computer assisted instruction (CAI) supplemental to classroom instruction. Based on standardized pre- and posttest scores, students using supplemental CAI in Basic Algebra…

Promoting ACademic Excellence in Mathematics and Science for Workers of the 21st Century (PACE) was a consortium project made up of Indiana University Northwest, the Gary Community Schools, and the Merrillville Community Schools. The focus of this project was to prepare teachers and curricula for Tech Prep mathematics and science courses for the…

This book consists of a series of activities aimed at providing a problem solving, hands-on approach so that students can experience concepts in algebra. Topics include ratio and proportion, patterns and formulas, integers, polynomials, linear equations, graphs, and probability. The activities come in the form of reproducible blackline masters…

Presents the algorithm to approximate square roots as reproduced from the 1579 edition of an algebra book by Rafael Bombelli. The sequence of activities illustrates that the process of understanding an original source of mathematics, first at the algorithmic level and then with respect to its mathematical validity in modern terms, can be an…

Discusses common error-detecting identification codes using linear algebra terminology to provide an interesting application of algebra. Presents examples from the International Standard Book Number, the Universal Product Code, bank identification numbers, and the ZIP code bar code. (YP)

Promoting ACademic Excellence in Mathematics and Science for Workers of the 21st Century (PACE) was a consortium project made up of Indiana University Northwest, the Gary Community Schools, and the Merrillville Community Schools. The focus of this project was to prepare teachers and curricula for Tech Prep mathematics and science courses for the…

Surveys of mathematics department chairpersons about changes in algebra instructional practices in response to the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards showed wide variation across schools. Contains survey questions on practices in algebra and a bibliography of first-year algebra textbooks. (12…

This document presents Core Course Proficiencies for the State of New Jersey whose purpose is to ensure that all students have equal access to the fundamental knowledge and skills critical to achieving success in mathematics. After an introduction providing rationale and background, the Core Course Proficiencies are presented in three sections.…