Argues that first-year algebra should be taught in eighth grade. Outlines an algebra course that could provide average students with a working kowledge of algebra. Proposes that this would require students to have experiences with variables, equations, formulas, and graphs during previous years of study. (TW)

Argues that before topics are added to or deleted from the traditional mathematics curriculum, it should be determined how technology can be used to teach that content. (PK)

Discussed are the need for standardized tests and the changes that will be needed for their proper implementation. The use of calculators on tests is advocated. Computer and calculator delivered examinations are also discussed. (KR)

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

Discussed are some applications of mathematics involved in actuarial science which may be taught in high school mathematics classes. Described are the importance of approximate solutions, multiple answers, and selling the solution to a problem. (CW)

Discussed are experiences with students having mathematics anxiety. Describes how to increase the students' confidence and a method of guided practice. (YP)

Discussed is a high school mathematics curriculum for students pursuing majors in collegiate business programs. Proposed are different emphases in the curriculum by different career fields such as audit manager, marketing manager, and production manager. (YP)

This article discusses the problem of the high percentage of low grades in first-year algebra. Suggestions for structured class periods, homework, after-school sessions, and testing are provided. (YP)

This article introduces this series by discussing "Curriculum and Evaluation Standards for School Mathematics" as a catalyst for change at the local school level, describing some of the major themes underlying the standards, and providing tips for teachers. (YP)

Presented are two reasons discouraging computer symbol manipulation systems use in school mathematics at present: cost for computer laboratories or expensive pocket computers; and impracticality of exact solution representations. Although development with this technology in mathematics education advances, graphing calculators are recommended to…

Suggested are ways to improve the SAT and its face validity. Suggestions include greater emphasis on more-realistic problems, inclusion of realistic percent problems, modification of the multiple-choice format, and the use of the National Council of Mathematics "Curriculum and Evaluation Standards" as a guide to construct the test. (MDH)

Described are important changes that will be introduced in the mathematics sections of the new Scholastic Aptitude Test (SAT). The three main changes are (1) permission to use calculators; (2) inclusion of open-ended questions; and (3) content revisions consistent with the National Council of Teachers of Mathematics "Curriculum and Evaluation…

Presented is a summary of the actions taken by American College Testing in response to calls for reform in standardized testing. The areas of reform discussed are test development, test content, skills levels, test criteria, and new testing initiatives, such as alternative-response-format questions and calculator use. (MDH)

Raises and responds to questions about what and how to teach mathematics with the availability of calculators to all students. Discusses whether students need basic facts, mechanical skills, and knowledge of computational algorithms. Argues that students need to develop number sense and analytical skills using simple, symbolic, and graphing…

Discussed are the problems faced by mathematics students who have limited English proficiency. Suggestions for teaching these students in the context of mathematics are provided. Cooperative learning strategies are stressed. (CW)