This volume presents recommendations from four working groups at a conference on reform in algebra held in Leesburg, Virginia, December 9-12, 1993. Working Group 1: Creating an Appropriate Algebra Experience for All Grades K-12 Students produced the following papers: (1) "Report" (A. H. Schoenfeld); (2) "Five Questions About Algebra…

This volume contains the plenary or reactor papers presented at a conference on reform in algebra held in Leesburg, Virginia, December 9-12, 1993. Papers included are: (1) "Introduction" (C. B. Lacampagne); (2) "Summary" (C. B. Lacampagne); (3) "Recommendations" (C. B. Lacampagne); (4) "The Development of Algebra…

Examines the potential of technology for an algebra curriculum. Provides examples of technology in use in examining families of functions, fitting a curve to a data set, and observing and analyzing patterns. Discusses exemplary software and calculators for the algebra curriculum. (MDH)

This document was designed to help teachers and other school district personnel plan and teach Algebra I and Algebra II in the junior high and high schools. An overview of the Algebra I and Algebra II courses presents the philosophy of algebra instruction for Texas schools, the expected use of technology in mathematics instruction, teacher…

This issue of Mathematics Education Dialogues focuses on the nature and the role of algebra in the K-14 curriculum. Articles on this theme include: (1) "Algebra For All? Why?" (Nel Noddings); (2) "Algebra For All: It's a Matter of Equity, Expectations, and Effectiveness" (Dorothy S. Strong and Nell B. Cobb); (3) "Don't Delay: Build and Talk about…

Discusses the theoretical and practical importance of linear algebra. Presents a brief history of linear algebra and matrix theory and describes the place of linear algebra in the undergraduate curriculum. (MDH)

Presents algebra course curriculum that utilizes a symbolic algebra system called PAD (Power, Application, and Depth). Demonstrates an example using PAD and points out that mathematics courses using this software present new ways for students to launch the power of algebraic thinking. (ASK)

Clarifies aims and objectives of school algebra, reviews research on students' performance, and suggests curriculum modifications. This article is one of the keynote addresses of the Algebra Working Group of the Seventh International Conference on Mathematical Education held in Quebec City, Canada in August 1992. (26 references) (Author/MKR)

This paper asserts that the key to algebra reform is to integrate algebraic reasoning across all grades and all topics, to "algebrafy" school mathematics. The distinction is made between algebra "the institution" and algebra "the web of knowledge and skill," which is also clarified. Finally, suggestions are made as to how the educational community…

Examines the potential role for Computer Algebra Systems (CAS) when teaching courses as functions, calculus, and linear algebra to students with low prerequisite algebra skills. A study reports the rationale, planning, and implementation of a functions course integrating Maple CAS into instruction. (MDH)

Methods of effectively teaching algebraic thinking in elementary schools as well as secondary schools is the topic of the following 19 papers. Papers include: (1) "Transforming Algebra from an Engine of Inequity to an Engine of Mathematical Power by 'Algebrafying' the K-12 Curriculum" (J. Kaput); (2) "Developing a Coherent and…

Describes the Algebra Project, which teaches algebra to middle school students and prepares them for college preparatory mathematics. The project includes some of the following elements: (1) a curriculum addressing the conceptual leap from arithmetic to algebra; (2) an experientially based curricular process; (3) high achievement expectations; and…

Proposes methods to teach the more difficult concepts of linear algebra. Examines features of the Linear Algebra Curriculum Study Group Core Syllabus, and presents problems from the core syllabus that utilize the mathematical process skills of making conjectures, proving the results, and communicating the results to colleagues. Presents five…

This paper brings a teacher's perspective to bear on recent policy initiatives requiring all high school graduates to complete an Algebra One course. The paper is based on the teacher's experience in teaching high school students who have not been successful in mathematics, at Holt High School in Michigan. The teacher is caught between a desire to…

This study reports evaluation data from a statewide inservice project to retrain mathematics teachers to implement a new algebra curriculum required by all students for high school graduation. The new course places more emphasis on problem solving, use of graphing calculators, and real-life applications. Pretest and posttest data were collected…