Recognizes three major problems for use of student achievement in measuring teacher effectiveness: (1) great variability in initial student capabilities; (2) teaching to the examinations; and (3) regression effects. Pretests/posttests and outside observers were shown (in a pilot study) to avoid such problems. (DH)

Presented is a method where a quadratic equation is solved and from its roots the eigenvalues and corresponding eigenvectors are determined immediately. Included are the proposition, the procedure, and comments. (KR)

Discussed is how a separable field extension can play a major role in many treatments of Galois theory. The technique of diagonalizing matrices is used. Included are the introduction, the proofs, theorems, and corollaries. (KR)

Presented are two exercises on the differential geometry of curves. A generalization dealing with smoothness conditions is given that relates the two exercises. Included are the definitions, theorems, propositions, and proofs. (KR)

Presented is a Poisson derivation using explicitly stated assumptions and exact functional equations. The assumptions are homogeneity, independence, and negligibility. Included are the derivations and proofs using L'Hopital's rule for each assumption. (KR)

Explored is an overdetermined system of linear equations to find an appropriate least squares solution. A geometrical interpretation of this solution is given. Included is a least squares point discussion. (KR)

Described is computational geometry which used concepts and results from classical geometry, topology, combinatorics, as well as standard algorithmic techniques such as sorting and searching, graph manipulations, and linear programing. Also included are special techniques and paradigms. (KR)

Described is the idea of set isometry as examples of Euclidean and non-Euclidean metrics. Included are examples in R squared, preliminaries, and extensions. (KR)

Presented are several models that seem to lead to a better understanding of axiomatics by students. These examples are more like real geometry than the usual examples. Included are the theorems, proofs, and graphs of the functions. (KR)

Discusses the educational value of engaging mathematics students in writing a journal. Provides a table showing the relationship between writing topics and the potential benefits. (Author/YP)

Describes a function graphing program's 15 Logo procedures and how they are used in the classroom to study the properties of functions and to develop visual imagery of function behavior. Presents several Logo programs. (Author/YP)

Discusses the application of probabilistic ideas, especially Monte Carlo simulation, to calculus. Describes some applications using the Monte Carlo method: Riemann sums; maximizing and minimizing a function; mean value theorems; and testing conjectures. (YP)

Illustrates three examples usually delayed until sufficient terminology, concepts, and methods have been developed unless using calculators or computers. The three examples are on exponential growth, triangle construction, and end behavior of certain function. Discusses the advantages of technology-enhanced mathematics teaching. (YP)

Describes basic problem-solving skills and presents a protocol of a student solving a problem. Discusses some of the difficulties in obtaining a correct solution. Lists basic prompts for problem solving. (YP)

Describes how to develop students' communication skills, regular study habits, basic mathematics skills, and a talent for logical thinking in a calculus class. Eight references are listed. (YP)