This study of 16 learning-disabled high school students in algebra classes found that their help-seeking behavior was similar to that of 16 normal-achieving peers, differing only in that subjects sought instrumental help from peers significantly more often than from the teacher. (Author/JDD)

As almost every state attempts to reform mathematics instruction by implementing new teaching standards, state testing practices remain largely unchanged. Is there a mismatch between these new standards and the old tests? This question is investigated by examining whether middle school and high school algebra students taught in a manner consistent…

Tests of (n=105) ninth-grade algebra students involving the addition and multiplication of monomials found that common, systematic errors made when multiplying monomials were related logically to the symbolism used and the algebraic convention of using an implicit 1 as an exponent. (16 references) (MKR)

In posttest results, 76 prealgebra students who learned about functions in a unit emphasizing multiple formats, anchoring learning in a thematic context, and problem solving in cooperative groups were more successful at problem solving and problem representation than were 56 comparison students conventionally taught. Similar results were found for…

This article reports the results of a questionnaire applied to secondary school students (n=35) to explore efficiency in the resolution of equations in the domain of whole numbers and the spontaneous responses to problems leading to negative solutions. The most significant results obtained with the questionnaire are the lack of knowledge of the…

In 2 experiments with 74 high school students, subjects studied worked examples while learning how to translate English expressions into algebraic equations. Those using worked examples outperformed the control group on posttests, made fewer errors, completed work more rapidly, and required less assistance from the teacher. (SLD)

Describes a research and development project whose main focus is the use of Computer Algebra Systems (CAS) in mathematics classrooms and the didactical possibilities linked with its use. Focuses on the possibilities and problems of cooperation between theory and practice and between mathematics educators and teachers. (Author/MM)

Identifies requisite math skills for a microeconomics course, offering samples of supply curves, demand curves, equilibrium prices, elasticity, and complex graph problems. Recommends developmental mathematics competencies, including problem solving, reasoning, connections, communication, number and operation sense, algebra, relationships,…

Describes a prototype package that uses algorithms created within the symbolic algebra system Axiom, numerical routines from the NAG Libraries together with the easy-to-use facilities of modern graphical interfaces. Considers the implementation of different techniques, both symbolic and numeric, for the analysis and calculation of interpolating…

Four human judges agreed highly among themselves about the presence of errors committed by 60 adults solving algebra word problems, but were in less agreement about categorizing faults. An expert system agreed with judges about correctness of answers, but was in even less agreement about categorizing the faults. (SLD)

This study examined gender-related issues in four Canadian and Asian education systems based on algebra and geometry achievement data. Results suggested that each system affected the academic achievement of males and females in similar ways, although one gender might be affected more seriously than the other. (SM)

Presented are ideas for the utilization of Microsoft Works in the secondary mathematics classroom. The spreadsheet and graphing capabilities of this software package are demonstrated for several topics including the concept of slope for first year algebra, and creating and interpreting graphs for a general mathematics class. (Author/CW)

This study investigated questions asked during tutoring by 27 college students about research methods and by 13 seventh graders about algebra. Student achievement was positively correlated with the quality of questions after students had some experience and training in tutoring, but the frequency of questions was not. (SLD)

Extends O'Callaghan's computer-intensive algebra study by using his component competencies and the process-object framework to investigate the effects of a graphing-approach curriculum employing the TI-82 graphing calculator. Concludes that students in the graphing-approach classes demonstrated significantly better understanding of functions on…

The use of restricted item response models to test hypotheses regarding item difficulty ordering and slope uniformity was demonstrated in a study in which 597 algebra students were asked to solve word problems reflecting various types of cognitive processing. Benefits and limitations of the procedures are discussed. (SLD)