The goal of this paper is to renew interest in the structural option to algebra instruction. Concern for the usual secondary school algebra curriculum related to simplifying expressions, solving equations, and rationalizing numerators and denominators is viewed from three pedagogical approaches: (1) structural approach, (2) empirical approach, and…

Describes activities for Technical Algebra, which provides students an opportunity to solve algebraic problems through a hands-on, instructional process. (MKR)

Proves that there really are people who use algebra in their jobs and that there are issues in society that require an understanding of mathematical concepts and processes which can be taught in an Algebra I class. Provides real-life situations and activities that use algebra. (ASK)

Suggests a few alternative approaches to teaching algebra that allow students to construct and reflect upon meanings for expressions and equations. The three lessons, which require extended discussion and reflection, are "Representing Algebraic Expressions,""Evaluating Algebraic Statements," and "Generating Equations." (WRM)

This collection of 11 applied algebra curriculum modules can be used independently as supplemental modules for an existing algebra curriculum. They represent diverse curriculum styles that should stimulate the teacher's creativity to adapt them to other algebra concepts. The selected topics have been determined to be those most needed by students…

Twelve adolescents with learning disabilities were trained to use a cognitive strategy in algebra problem solving. The two-phase strategy (problem representation and problem solution) was effective in improving algebra performance on algebra word problems, and maintenance and transfer of the strategy were evident. (JDD)

This paper is a reaction to a plenary address, "A Research Base Supporting Long Term Algebra Reform?" by James Kaput (SE 057 182). Three dimensions of algebra reform identified by Kaput (breadth, integration, and pedagogy) are discussed and contrasted with the draft version of the Algebra Document from the National Council of Teachers of…

Describes a constructivist, interactive approach for teaching undergraduate mathematics, abstract algebra in particular, using computer constructions programmed in ISETL to induce students' mental constructions and collaborative learning to help students reflect on these constructions. (18 references) (MKR)

Discussion of the use of virtual reality (VR) to help students learn highlights the use of VR with elementary algebra. Learning theory is examined, including knowledge construction; knowledge representation is discussed, including the symbol systems of algebra; and spatial algebra is described and illustrated. (34 references) (LRW)

Discusses the relevance of teaching algebra to all students. Issues examined include the desperate need for reform in the algebra curriculum, developing a curriculum for a broad range of people, and rethinking how mathematics courses are structured and taught. Concludes that teaching algebra to students previously unsuccessful in mathematics will…

Suggests that the differences existing between the view of algebra as a mandated course at a specified grade level and the view of algebra as a way of mathematical thinking and reasoning developed gradually over time must be positively integrated to help students develop a genuine capacity for algebraic thinking and reasoning. (AIM)

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)

Analyzes the nature and growth of students' algebraic knowledge and thinking from an epistemological perspective supported by historical observations. Focuses on two crucial transitions: from the purely operational algebra to the structural algebra of a fixed value of an unknown and then to the functional algebra of a variable. (Contains 58…

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…

Explains big ideas in algebra that help students connect ideas with procedures in different mathematical topics to build a relational understanding of algebra. (Contains 10 references.) (YDS)