Students (n=61) in an experimental course stressing active student involvement and the use of a computer algebra system scored higher than students (n=76) in a traditional college algebra course on final measures of inductive reasoning, visualization, and problem solving while maintaining equivalent manipulation and computation skills. (Author/MLB)

Discusses common error-detecting identification codes using linear algebra terminology to provide an interesting application of algebra. Presents examples from the International Standard Book Number, the Universal Product Code, bank identification numbers, and the ZIP code bar code. (YP)

Presents a mathematical puzzle that asks about "missing" area and leads to an exploration of the Fibonacci sequence as well as genuine inquiry in plane geometry connected to algebra. Discusses the inquiry, the concepts, the solution, and an extension that deepens all students' understanding of the connections between algebra and…

Describes how college students enrolled in a course in elementary algebra apply graphing and algebra to data collected from a seismic profile to uncover the structure of a subterranean rock formation. Includes steps guiding the activity. (MDH)

Investigates secondary mathematics teachers' use of the graphing calculator in their classrooms. Examines whether algebra teachers are currently using this technology in their classrooms, their perceptions toward the technology, and any changes in the curriculum or instructional practices. Indicates that the use of the graphing calculator is still…

Reported is a two-part study to identify factors that contribute to student success in a remedial mathematics course for first-year college students. Data from 263 students testing into remedial algebra was collected on 3 academic variables, 2 affective variables, and class attendance. Multivariate analysis results failed to find moderate…

Illustrates, categorizes, and analyzes typical mathematical errors in algebra and trigonometry made by high school and lower division college students. (16 references) (Author/MKR)

Considers various aspects of teaching and learning stemming from the integration of graphing calculator use in a semester-long college algebra course. Argues that technology use has had a positive impact on various dimensions of student learning. (Author/CCM)

Introduces a strategy for writing equations of graphs to help students and teachers build strong conceptual connections between the symbolic representations of algebra and the spatial representations of geometry. (Author/MKR)

Described is an activity that incorporates a computer, geometry, algebra, trigonometry, and calculus to answer questions about the planet Mars. A possible crescent of Mars is compared to those of Venus and Mercury. (KR)

Presents examples of word problems that can be used to illustrate the distributive property for preservice teachers. Includes examples involving extended sums, volume, area, prealgebra, place value, long multiplication, fractions, decimals, and algebra. (MDH)

Reports a correlational study to determine whether teacher's mathematics anxiety might inhibit the introduction of more problem solving and abstraction in elementary schools to enable more ninth graders to enroll in algebra. Correlations on 19 variables for 116 teachers indicated that anxiety decreased with increased mathematics content studied…

Compares the conceptual organization of students in an integrated algebra and physical science class (SAM 9) with that of students in a discipline-specific physical science class (PSO). Analysis of students' concept maps indicates that the SAM9 students used a greater number of procedural linkages to connect mathematics and science concepts than…

Describes how the computer algebra system Mathematica can be used to enhance the teaching of the topics of sequences and series. Examines its capabilities to find exact, approximate, and graphically generated approximate solutions to problems from these topics and to understand proofs about sequences. (MDH)

Discusses errors made by remedial intermediate algebra students in factoring polynomials in light of student definitions of factoring. Found certain beliefs about factoring to logically imply many of the errors made. Suggests that belief-based teaching can be successful in teaching factoring. (16 references) (Author/MKR)