Describes the use of three computer tools used to enhance the teaching and learning of algebra: the spreadsheet, LOGO, and computer algebra tools. Examines the strengths of each tool and presents practical considerations for their use. (MDH)

Argues that the challenge for teachers of algebra in Australia is to find ways of making the structural aspects of algebra accessible to a greater percentage of students. Uses the zero product principle to provide an example of a common student error grounded in the difficulty of understanding the structure of algebra. (DDR)

Research findings concerning student learning difficulties in algebra are discussed. A teaching approach which takes into consideration these findings is suggested. Encouraging students to see patterns and to develop flexibility in their thinking are stressed. (CW)

Presented are the results from a few of the writing prompts used in a study and some of the comments made by individual students in response to specific prompts. Background of the study, an intervention strategy, and categories used (prompts, responses, applications, and explanations to peers) are discussed. (CW)

The purpose of this article is to highlight and discuss the role of language as the link between experiences with number patterns and the emergence of algebraic notation. Discussed is a recommended approach. A sample of a written student response is provided. (CW)

Discusses the benefits of new technologies, especially graphing calculators, in the teaching and learning of mathematics. Presents two activities for teaching algebra and regression using graphing calculators. (ASK)

Discussed are student mathematical background, computing skills, and case studies/field studies as they relate to business studies. A list of basic skills for tertiary business studies is provided including sigma notation, basic algebra, change, and solving equations. (CW)

Discusses the Texas Instruments calculator the TI-92 and how it can be an effective tool in the mathematics classroom. Provides examples of combining the algebra capabilities of the calculator and Cabri-Geometry II with graphing, tables of values, statistics, programming, and a simple text editor to enhance mathematics instruction. (DDR)

Describes a project that features a video in the form of a documentary built around a series of six case studies in mathematical thinking: geometry, number, measurement, algebra, chance and data, functions, and calculus. Chooses an example from each area to illustrate inductive and deductive thinking-patterns and proof. (ASK)

Presents a method for solving linear equations involving the use of inverses instead of memorizing rules. (MKR)

Adapts Stanic and McKillip's ideas for the use of developmental algorithms to propose that the present emphasis on symbolic manipulation should be tempered with an emphasis on the conceptual understanding of the mathematics underlying the algorithm. Uses examples from the areas of numeric computation, algebraic manipulation, and equation solving…

Presents two methods for solving equations. An asymmetric approach works backward from a number by reversing operations performed on a variable. A symmetric approach views the equation as a scale and performs inverse operations on both sides of the balance to solve for the variable. (MDH)

The harmonic mean, neglected in favor of arithmetic and geometric means in modern mathematics, is defined and its historical relationship to music as presented by Pythagoras is described. Two geometric constructions present a picture of harmony, and an application in calculating the square root of a number is given. (MDH)

Utilizes LOGO to teach the concept of inequalities by programing the turtle to take random walks in the coordinate plane restricted to predetermined regions defined by inequalities. The students task is to discover the inequalities that define the illegal areas into which the turtle must not move. Provides examples and corresponding computer…