Proposes sports statistics as a source of interesting and motivating problems for algebra students. Examines the possible solutions to a problem involving winning percentages in baseball. (MDH)

Describes the use of data sets from ultraracing--foot races that are longer than a marathon--with second-year algebra students in data-analysis projects. (JRH)

Details the authors' investigation of journal writing in first-year algebra and unveils journal writing's connections with the National Council of Teachers of Mathematics Professional Standards for Teaching Mathematics. (MKR)

Presents activities that combine astronomy problems with algebra, geometry, trigonometry, data analysis, and physics. Provides experiences for students in making distance measurements themselves by using the method of parallax. (ASK)

Shares the experiences of intermediate algebra course instructors at a large urban community college in using a service-learning project to help students understand and appreciate the mathematics they were studying. (ASK)

Discussed are assumptions about technology and classroom equipment, teaching methods, getting started, pitfalls, and the role of algebra and calculus. Suggestions are given for implementing the spirit and vision of the standards. (YP)

Proposes lessons for algebra students using the context of tax calculations to learn about the concepts of slope, split functions, averages, rates, marginal rates, and percents. Students explore ramifications of possible tax revisions. (MDH)

Features activities for advanced second-year algebra students in grades 11 and 12. Introduces three random variables and considers an empirical and theoretical probability for each. Uses coins, regular dice, decahedral dice, and calculators. (ASK)

An algebra class activity of creating computer graphics by connecting a series of ordered number pairs with subsequent investigations involving the transformations of the functional relationship between the elements of those ordered pairs is presented. (JJK)

Presents an approach to explaining a relation, a - b = -(b - a), that is difficult for algebra students to understand. The approach came about as a result of discussions with students in which they provided many novel explanations. (DDR)

Described is a mathematics resource laboratory where students use a variety of computer materials to enhance, reinforce, and broaden their concepts of first- and second-year algebra and geometry. Included are sample laboratory sheets and the answers. (KR)

Defines and discusses anamorphic art and describes an anamorphic art activity using the reflection of mirrored cylinders through a grid system. Particularly suitable for algebra or geometry classes. Requires some minimal skills from coordinate geometry and spatial visualization. (AIM)

The Center for Occupational Research and Development (CORD) developed an applied mathematics course that integrates algebra, geometry, trigonometry, and other strands; centers around hands-on laboratory experiences; and uses real-world problems found in the world of work. (MKR)

Presents a lesson combining statistics, algebra, and economics in which students create their own mathematical functions and make inferences from those functions. Students learn about the relationships among profit, revenue, and cost. Includes reproducible student group report form. (MKR)

Discussed is a method of approximating the roots of a quadratic that allows the discovery of relationships between parabolas and circles and between the use of geometry and algebra. Included are the procedure and justification of the method. (KR)