Describes an activity using M&M's in an algebra class after instruction in solving equations that actively involves students in identifying the variable, formulating an equation, then solving the equation. (AIM)

Explains the approach of integrating notions of algebra in problem-solving experiences and the design of instructional activities that integrate nonroutine, nontraditional problems. Presents some problems and students' interpretations, conjectures, and generalizations about the patterns they discovered. (AIM)

Discusses a cooperative learning group in an algebra class, Homework Partners, in order to promote active student learning. Presents difficulties and benefits of this system. Concludes that the Homework Partners concept can be beneficial for other mathematics courses. (ASK)

Presents a problem included on the 1992 National Assessment of Educational Progress in mathematics at grade eight in the content area of algebra and functions. Collects and examines a set of responses to this problem and discusses some examples of strategies that students used to determine the answer to the problem. (ASK)

Argues that geometric models should be used to analyze, interpret, and solve problems from probability, algebra, and other areas of mathematics and that geometry should have a place among the major topics of emphasis in the mathematics studies of a middle school student. Presents responses from selected teachers to some questions about geometry.…

Presents methods for using literature to develop algebraic thinking in an environment that connects algebra to various situations. Activities are based on the book "Anno's Magic Seeds" with additional resources listed. Students express a constant function, exponential function, and a recursive function in their own words as well as…

Presents an overview of the 6-8 Standards and their rationale. Demonstrates the need for a cohesive mathematics curriculum. (YDS)

Reflects on one teacher's strategies for facilitating discourse in his classroom--creating an environment in which student ideas are the basis of discussion yet ensuring productive mathematics. (YDS)

Presents selected responses to the question "The Farmer's Dilemma" that represent the thinking of sixth-, seventh-, and eighth-grade students. Indicates that by being given the freedom to use a variety of methods, most students found at least one solution or demonstrated an understanding of the restrictions set by the problem. (ASK)

Presents a measurement problem that can be explored by students of varying ability. Discusses aspects that make it accessible in a heterogeneous class. (YDS)

Describes an approach to algebraic thinking based on an extension of the problem-solving tasks typically investigated by elementary and middle school students. Demonstrates how elements of algebraic thinking may be developed in a systematic and coherent way through problem-solving experiences. States that students' pattern-building capabilities…

Describes a lesson plan in which students apply their mathematical intuition to determine win-loss possibilities of teams in a sports league and develop a formula for calculating the magic number for clinching first place. (YDS)

Describes an activity designed to help students understand the concept of a variable and the process of gathering like terms or simplifying algebraic expressions using egg cartons and plastic eggs. (MKR)

Presents problems from the Mathematics in Context (MiC) project with a central theme concerning the construction of a variety of formulas by students. (AIM)

Uses the chicken problem for sixth grade students to scratch the surface of systems of equations using intuitive approaches. Provides students responses to the problem and suggests similar problems for extensions. (ASK)