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The article discusses an algebraic teaching method known as "fruit salad algebra," or "algebra as object," in which variables stand for everyday objects within an equation. Based on her research of textbooks, interviews of teachers, and experience teaching in Great Britain, Jamaica, and Tanzania, the author states that this method remains popular in teaching the simplification of algebra despite problems that occur when more complex concepts are introduced.

In this article the authors discuss the teaching of linear equations in Finland, Hungary, and Flanders. They describe and compare the methods of three mathematics teachers, including a Flemish, a Hungarian, and a Finnish, to teach the concepts of linear algebraic equations. They conclude that the Hungarian mathematics teaching practices emphasize mathematical reasoning, and involves individual problem solving as well as collective sharing of solutions.

The article reports about the information provided to pre-service teachers about the relationship of art and algebra and the way it can be used for teaching algebra. The future teachers were introduced to works by Abstract Sculptor Alexander Calder. Calder used his knowledge of algebra to create delicately balanced abstract structures called mobiles which are balanced according to the calculations, done as per the Law of Levers. The pre-service teachers also made a mobile themselves.

The article focuses on factors that cause confusion in algebra students related to interpreting algebraic operations. It refers to mathematician Dietmar Küchemann's work on interpretation of letters which identifies various categories of problems faces by students and stresses on the role of experience in acquainting students with letters. It recommends teachers to use students' interpretations in algebraic thinking as a solution to their doubts.

Describes a mathematics teachers' personal experience in teaching a lesson in algebra by incorporating the suggestions of students in solving a mathematical problem. Challenge and motivation in mathematics teaching; Existence of a competitive climate inside the classroom; Introduction of a complicated example of multiplying out brackets.