The effective use of instructional technology has been accepted as a tool that can increase student learning at the K-12 level (see Ozel, Yetkiner, & Capraro, 2008), and mathematics associations agree and provide statements of support for the use of technology in K-12 and college classrooms (AMATYC
, 1995, 2006; Mathematical Association of America, 2003; NCTM, 1989).
Even if the NCTM and AMATYC recommendations are followed, not all the recommendations are followed in the same course all of the time.
This paper discusses how the NCTM and AMATYC suggestions were utilized in an urban community college and a high school to teach a prealgebra course that included arithmetic, basic geometry and introductory algebra topics.
Another advantage of group work was that it allowed students to communicate their mathematical ideas, as suggested by NCTM and AMATYC Standards.
This document consists of the two issues of the "AMATYC
Review" published during volume year 1997-1998.
The second issue of the volume contains the following major articles: "Can You Recognize a Textbook that Supports the AMATYC
Standards?" (Jack Rotman and Brian Smith); "A Classification System for Primitive Pythagorean Triples" (Neil Basescu); "Identifying Degenerate Conic Sections" (David E.
Parr; "Calculus to Algebra Connections in Partial Fraction Decomposition," by Joseph Wiener and Will Watkins; "Guidelines for the Academic Preparation of Mathematics Faculty at Two-Year Colleges: A Report of the Qualification Subcommittee of AMATYC
"; "Fractals and College Algebra," by Kay Gura and Rowan Lindley; "Using Computer Technology as an Aid in Teaching the Introductory Course in Quantitative Methods," by Joseph F.