Illustrates the qualitative nature of the differences between reform courses and traditional courses based on the types of student questions and comments generated in reform classes ranging from college algebra to multivariable calculus. (AIM)

Discusses the rationale behind the technique of rationalizing the denominator in algebra. Argues that the importance of this technique is greatly exaggerated and is usually unnecessary. Examines an appropriate application of rationalizing the denominator. (ASK)

Investigated the effect of mathematics instruction with the aid of microcomputer illustrations on the achievement of college students enrolled in an intermediate algebra course. There was a treatment effect on the comprehensive final examination. (YP)

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)

Describes an experimental study in which two sections of calculus were taught using the same materials, except one section was enhanced with the computer algebra system Mathematica. Results indicated that the students in the technology group had advantages to understanding certain key topics in calculus such as limits, derivatives, and curve…

A study compared the performance of two groups of university students. One group (n=40) was taught calculus using a computer algebra system whereas the other (n=41) used paper-and-pencil computations. The computer group scored significantly higher than their counterparts on both a conceptual knowledge test and a calculus computational exam. (JJK)

Technologies play a prominent role in current reforms of school and collegiate mathematics. This study examined ways in which first-semester calculus students still showed the influence of a graphing-intensive college algebra course they had studied one or two semesters earlier. Students (n=18) at a large research university were asked to solve a…

Describes a simple cooling experiment that can be conducted in class at the college algebra, precalculus, calculus, or differential equations level whose aim is to determine the best exponential function to fit the experimental data. (Author/ASK)

Describes a Total Quality Management-based system of instruction that is used in a variety of undergraduate mathematics courses. The courses that incorporate this approach include mathematics appreciation, introductory calculus, and advanced applied linear algebra. (DDR)

An algebra test administered to (n=18) first-year college students found a disregard for negative numbers, ineffective use of counterexamples, misapplication of rules, and a lack of a good grasp of relevant mathematical terminology. (12 references) (MKR)

This article describes the application of effective instructional practices to the teaching of remedial algebra with dyslexic students at the University of Wisconsin Oshkosh's Project Success program. Practices involve direct instruction, stranded lesson designs, mastery learning, use of manipulative materials in problem solving, and training in…

Introduces the MATCH program which is based on both mathematics and chemistry and includes material development. (YDS)

Hypermedia provides an easy-to-use option for adding visualization, via the computer, to the classroom. Some examples of this medium are presented, including applications in basic linear algebra and calculus, and a tutorial in electromagnetism. (Author)

Examines how components of the concept of function (variable, domain, and range) and the process-object duality in its nature emerge as highly relevant to student learning in various mathematical contexts related to linear and abstract algebra. (Contains 22 references.) (ASK)