This book is a collection of activities designed to complement an Algebra I program that features cooperative learning. The activity descriptions contain learning outcomes, the National Council of Teachers of Mathematics (NCTM) standards addressed in the activity, a suggested time frame for the activity, assessment opportunities, materials…

Describes several ways to implement the NCTM Standards in technically enhanced classrooms. Presents examples from "Computer-Intensive Algebra." Provides suggestions for implementation. (YP)

Described is a decomposition theory from which the Cayley-Hamilton theorem, the diagonalizability of complex square matrices, and functional calculus can be developed. The theory and its applications are based on elementary polynomial algebra. (KR)

Discusses how students fail to recognize the underlying equivalence when the same set of points is represented by a graph or an equation or a table. Presents activities in which more than one form of representations of the same information are included. (ASK)

Mathematics software can be a great aid in understanding difficult mathematics concepts at all levels. This paper presents nine exercises on calculus concepts by using different software used in mathematics education. Each exercise includes instruction on how to use software in order to highlight a specific concept in mathematics. This paper also…

Demonstrates the use of hexagonal dot paper in integrating algebra, geometry, and trigonometry within a single problem-solving setting rather than treating them in isolation. Suggests other related mathematically challenging activities for enrichment. (AIM)

Reports the results of a teaching experiment involving like terms and equations in algebra. Seventh-grade students (n=6) experienced difficulties in decomposing an additive term into a difference. (Author/MKR)

Presents examples of using the computer to enhance teaching function evaluation using BASIC, Riemann sums using MAPLE computer algebra systems, and linear programing using MATLAB. (YP)

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)

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)

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…

Designed as a avenue of communication for mathematics educators concerned with the views, ideas, and experiences of two-year college students and teachers, this journal contains articles on mathematics exposition and education, and regular features presenting book and software reviews and math problems. Volume 15 includes the following articles:…

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)