The standards developed for reform in mathematics education by the National Council of Teachers of Mathematics (NCTM) de-emphasize the algorithmic manipulation of mathematical symbols. The NCTM takes the position that the rapidly changing workplace is an environment that requires problem-solving skills with computers being used to perform routine mathematical computations. This report describes the computer-based information curriculum module developed for beginning algebra to meet the challenges of the proposed reform. The RAND Algebra Tutor Project has been developing and piloting intelligent computer tools for first-year algebra students. Varios problems led to the development of a full curriculum in order to successfully implement computer-assisted instruction. The curriculum departed from traditional algebra instructions in these ways: the pedagogy stressed situational learning in real-life problems, introducing a conceptual framework before local skills practice and used indictive instruction and cooperative learning. The curriculum achieved mixed effectiveness. In general, students were more successful at creating and using qualitative models than quantitative models. Appendix A contains the 12 teacher lessons plans for the linear equations unit and related student materials. Appendix B contains the evaluation measures for the arithmetic text, pre/post tests, student course evaluations, and unit evaluations. (Contains 36 references.) (MDH)