Assessed was the level of thinking of 140 students who had been placed in developmental algebra as entering college freshmen. Scores on the Group Assessment of Logical Thinking, Scholastic Aptitude Tests, college placement tests; high school grade point average, and developmental algebra final grade were analyzed. Group characteristics are…

Discusses the impact of computer algebra systems and evolving educational technologies on the mathematics curriculum, including fundamental assumptions, understandings that are needed, overarching priorities (acquiring and using knowledge), impact on students and parameters of instruction, and impact on faculty. (43 references) (MKR)

Examines the various issues surrounding the implementation of journal writing in an undergraduate linear algebra course. Identifies the benefits of incorporating journal writing into an undergraduate mathematics course, which are supported with students' comments from their journals and their reflections on the process. Contains 14 references.…

An algebra class at Navajo Community College (Shiprock, New Mexico) uses traditional algebra topics to study real-life situations, focuses on environmental issues, encourages collaborative learning, uses modern technology, and promotes development of critical thinking and decision-making skills. Students follow principles of Dine educational…

Described are various ways that a computer algebra system (MAPLE) was used to facilitate the resequencing of skills and applications within an elementary college-level business calculus course. Experimental results confirmed earlier findings that skills acquisition is not a prerequisite to conceptual understanding or problem-solving ability. (JJK)

Reports the results of an investigation designed to help algebra teachers and curriculum developers by providing insights into how high-performing college algebra students (N=30) develop an understanding of major aspects of the concept of function. Results revealed that these high-performing students actually possessed weak understanding. Contains…

Describes the results of a study that tracked college algebra students who had previously completed an Academic Assistance mathematics course that facilitated collaborative learning. Only 53% of all students who enrolled in college algebra in fall 1994 earned grades of C or higher, but 95% of students who had previously participated in the…

Computer Algebra Systems (CAS) are computer systems for the exact solution of problems in symbolic form. The newspaper is designed to serve as a conduit for information and ideas on the use of CAS in education, especially in lower division college and university courses. Articles included are about CAS programs in several colleges, experiences…

Describes a program to help students succeed in developmental mathematics courses, such as arithmetic, elementary algebra, and intermediate algebra. Provides information on program evaluation and how the program is funded. (YP)

This study was an initial effort at Brenau College (Georgia) to analyze the relative effectiveness of a self-paced math lab approach to developmental pre-college algebra. Students enrolled in 1988-89 were taught under the lecture method; this applied to students needing both developmental arithmetic and developmental algebra. During the subsequent…

Discusses the place of writing in mathematics classes. Presents three specific writing assignments designed for and used in a college abstract algebra course. (ASK)

Presented are solutions to variations of a combinatorics problem from a recent International Mathematics Olympiad. In particular, the matrix algebra solution illustrates an interaction among the undergraduate areas of geometry, combinatorics, linear algebra, and group theory. (JJK)

Described is a weekly computer algebra laboratory course for Calculus I students during the 10-week spring semester, 1990, at Trinity University. Advice on the establishment and management of this type of laboratory including descriptions of student participation trends and student reactions is presented. (JJK)

The complexity of the proof of the Fundamental Theorem of Algebra makes it inaccessible to lower level students. Described are more understandable attempts of proving the theorem and a historical account of Euler's efforts that relates the progression of the mathematical process used and indicates some of the pitfalls encountered. (MDH)

By measuring the performance of 62 students enrolled in a community college introductory algebra course, this study challenges the generally accepted assumption among mathematics instructors that mastery of arithmetic is necessary for the learning of algebra. Study subjects were 35% male, 74% Hispanic, 16% Black, 8% white, and 2% other. A pretest,…