The rule of 78 is used by banks and loan companies to compute the amounts due when installment loans are paid early. Describes an unexpected case of negative amortization when the rule is applied. Presents an actual problem and discusses the case. (YP)

Describes a course, "Mathematics and the Environment," for liberal arts students. The course is designed to motivate students and to demonstrate that mathematical concepts are necessary to understand global issues. Lists some global issues, information sources, and classroom activities. (YP)

Describes how to measure animals pace, stride, and step angle in degrees. Presents cases of measurements for dinosaur trackways. (YP)

Describes Newton's method to locate roots of an equation using the Newton-Raphson iteration formula. Develops an adaptive method overcoming limitations of the iteration method. Provides the algorithm and computer program of the adaptive Newton-Raphson method. (YP)

Supersolids furnish an ideal introduction to the calculus topic of infinite series, and are useful for combining that topic with integration. Five examples of supersolids are presented, four requiring only a few basic properties of infinite series and one requiring a number of integration principles as well as infinite series. (MNS)

Compares two methods of approaching problem solving in quantitative disciplines. The danger of looking at answers too quickly is discussed. (YP)

Several factors influencing college mathematics programs are described: (1) computers; (2) new applications to various disciplines; (3) research in learning; (4) research in mathematics; and (5) socio-economic trends. Implications for teachers are suggested. (YP)

Illustrated are how explorative assignments can help to expose and identify learning problems. Some assignments that address these problems and some techniques and benefits of using writing assignments are provided. (MNS)

Examines aspects of the images and definitions that college students and junior high school teachers have for the concept of function. Provides a seven-item questionnaire. Describes and categorizes the various images and definitions of the concept. (YP)

A study documented 10 college students' understanding of the limit concept and the factors affecting changes in that understanding. Encouragement by the researchers for the students to change their common informal models of limit to more formal conceptions were met with extreme resistance. (Author/JJK)

Describes an attempt to increase business calculus students' desire to learn by overcoming typical low levels of mathematical preparation and motivation utilizing a corporate structure managed by the students. Includes 10 sample problems from fictitious corporations. (JJK)

Compares the effectiveness of four different calculus instructional formats based on quantitative measures of student performance, adjusted for differences in student preparation for calculus. Student performance is shown to improve when instruction is presented in a format with faculty involvement. (nine references) (JJK)

Presented are 44 examples in which students are invited to guess what pattern of numbers is emerging and to decide whether the pattern will persist. Topics of examples include Pascal's triangle, integers, vertices, Fibonacci numbers, power series, partition functions, and Euler's theorem. The answers to all problems are included. (KR)

Calculators are transforming mathematics instruction, freeing it from an arithmetic-driven curriculum. They have encouraged teachers to think more carefully about what is important to learn. Calculators should be used at all levels of instruction and on tests, including standardized exams. Meaningful educational reform depends on such a change.…

Within the next two decades, calculators will be standard tools in mathematics classrooms. They should be used regularly but carefully in classroom instruction and testing to allow use of realistic data and exploration of mathematical concepts, but not to allow finding the answer without understanding the question. (MSE)