Describes one teacher's effort to change the classroom environment in order to create student-directed exploratory learning. Presents a lesson in which students use the computer program Lesson Graph to study the effects of coefficients on linear equations. (ASK)

Presents a model for teaching reasoning using technology in the contexts of algebra and geometry. (MKR)

Presents examples of algebra from the field of accounting including proportional ownership of stock, separation of a loan payment into principal and interest portions, depreciation methods, and salary withholdings computations. (MKR)

Presents an activity applicable at the beginning of the year to review necessary algebra concepts that are often misunderstood by students. Presents a true/false worksheet made up of examples illustrating common algebra and trigonometry errors made by students. (MDH)

Presents an interesting problem intended to introduce students to an application of algebra and to help them make the transition from arithmetic to algebra. Uses different problem representations including making successive approximations, interpreting graphs, and solving equations. Discusses pedagogical issues involved. Contains 11 references.…

Stresses using the features of graphing calculators to teach parametric equations much earlier in the curriculum than is presently done. Examples using parametric equations to teach slopes and lines in beginning algebra, inverse functions in advanced algebra, the wrapping function, and simulations of physical phenomena are presented. (MAZ)

Examines teachers' judgments of the difficulties of algebra problems. Offers classroom-tested instructional approaches that build directly on students' mathematical intuitions and inventions. (KHR)

Shares broad classroom strategies for enhancing academic achievement for all students and discusses the nature and scope of each strategy. (KHR)

The geometry problems of finding rectangles that have numerically equal areas and perimeters knowing when the plane can be tessellated by congruent regular polygons are connected by the equation: m = 2n/(n-2). Three graphic approaches to the solution of the problem when m and n are integers are discussed. (MDH)

Presents activities to visually explore the algebraic concepts of variable, constant, the distributive property, and combining like terms. Presents four transparencies that use visual models to understand exercises in students perform the same mental calculations on a number of their choice and obtain the same result. (MDH)

Diversity can be introduced in algebra without needing extra time. Explores three opportunities to encounter and engage diversity: (1) history; (2) multiple representations; and (3) object concept of function. (ASK)

Illustrates ways of using algebra tiles to give students a visual model of competing squares that appear in algebra as well as in higher mathematics. Such visual representations give substance to the symbolic manipulation and give students who do not learn symbolically a way of understanding the underlying concepts of completing the square. (KHR)

Discusses the use of activities demonstrating connections between algebra and geometry, which helps students gain a conceptual understanding of important calculus ideas and gives a historical appreciation of how mathematics evolves. Uses distance, speed, and time problems as an example. (MKR)

Presents a method blending ideas from logic, algebra, and operators to devise discrete functions that yield the same truth values as the truth tables associated with specific logic statements. Introduces mechanisms that encourage students to discover examples of discrete functions, approximately represent logic statements, and provides examples of…

Describes teacher and student experiences in a college algebra course at a high school when assessment practices changed. (ASK)