A novel approach to teaching mathematical induction was used, based on a Piagetian theory of learning abstract mathematical concepts in which the learner uses reflective abstraction to construct new schemas out of old ones. Computer experiences are used to induce students to make the appropriate reflective abstractions. (MNS)

Sophisticated simulations using computer graphics can lead to students deducing virtually all conditions of the Central Limit Theorem. Eight graphs illustrate the discussion. (MNS)

Five guidelines for enhancing the value of a computer graphics program are described and illustrated. Using a well-structured program, correct scaling, normalized device coordinates, word coordinates, and illusions are discussed. (MNS)

The forum is focused on thinking about and with algorithms as a way of unifying all one's mathematical endeavors. The lead article by Maurer presents examples and discussion of this point. Responses, often disagreeing with his views, are by Douglas, Korte, Hilton, Renz, Smorynski, Hammersley, and Halmos. (MNS)

A printout is presented from a database that contains information about microcomputer software which supports instruction in college mathematics. The listing is arranged alphabetically by course; source and price are indicated, with a list of publishers included. (MNS)

Computer graphics are used to display the sum of the first few terms of the series solution for the problem of the vibrating string frequently discussed in introductory courses on differential equations. (MNS)

Discusses: (1) how complex roots can be made visible; (2) a proof which supplies a fresh example of mathematical induction; (3) proving Heron's formula tangentially; and (4) income tax averaging and convexity. (JN)

An old way to determine asymptotes for curves described in polar coordinates is presented. Practice in solving trigonometric equations, in differentiation, and in calculating limits is involved. (MNS)

How to determine when there is a unique solution when two sides and an angle of a triangle are known, using simple algebra and the law of cosines, is described. (MNS)

Demonstrated is how the concept of equivalence classes modulo n can provide a basis for solving a wide range of problems. Five problems are presented and described to illustrate the power and usefulness of modular arithmetic in problem solving. (MNS)

How tedious algebraic manipulations for simplifying general quadratic equations can be supplemented with simple geometric procedures is discussed. These procedures help students determine the type of conic and its axes and allow a graph to be sketched quickly. (MNS)

The College Success in Mathematics Project began in 1996 with the production of a framework for student success in university-level mathematics courses at the University of Guam. The project continued with a one-week workshop followed by the preparation of "Preparing for Mathematics" at the University of Guam (UOG), which outlined specific topics…

Illustrates how Lagrange's approach applies to the differential calculus of polynomial functions when approximations are obtained. Discusses how to obtain polynomial approximations in other cases. (YP)

Presents a theorem and its converse to generate all of the primitive Pythagorean quadruples. Provides a BASIC program generating them. (YP)

Discusses numerical methods to compute approximate solutions of a differential equation. Provides a Pascal program for the extended Euler-Heun method. (YP)