Appreciating the power and beauty of mathematical thought should be an integral component of a student's mathematical education. The meaning of aesthetics in the realm of mathematical reasoning, the relationship of aesthetics to problem solving, the results of two studies, and recommendations for developing aesthetics are included. (MNS)

Discusses personal experiences in using microcomputers to teach differential equations and calculus, including programs written for and activities in a year-long calculus sequence called Calculus and Computers. Suggests that computers and their graphics capabilities be used to provide a mathematical environment in which students can interact and…

Described are computer program packages requiring little or no knowledge of computer programing for college algebra, calculus, and abstract algebra. Widely available computer algebra systems are listed. (MNS)

Proposes a project to ensure that in 10 years, all students graduating from U.S. colleges and universities will be literate in science, technology, engineering, and math (STEM) at the level outlined in 1990's "Science for All Americans." (EV)

Discusses epistemological specificities of unifying and generalizing concepts in mathematics, such as axiomatic theory or groups; analyzes their influence on teaching; and presents a theoretical framework used to draw conclusions about theoretical questions of evaluation in a teaching experiment. Contains 37 references. (MKR)

The question of how a mathematics student at university-level makes sense of a new mathematical sign, presented to her or him in the form of a definition, is a fundamental problem in mathematics education. Using an analogy with Vygotsky's theory (1986, 1994) of how a child learns a new word, I argue that a learner uses a new mathematical sign both…

This paper cites information received from a number of sources, e.g., mathematics teachers in two-year colleges, publishers, and convention speakers, about the nature of discrete mathematics and about what topics a course in this subject should contain. Note is taken of the book edited by Ralston and Young which discusses the future of college…

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)

The need for remedial mathematics instruction is described, and the low esteem associated with teaching such courses is noted. A plea is made that support be increased. (MNS)

An attempt is made to detail the nature of mathematics as perceived by mathematicians. Mathematics is viewed here as both abstract and an experimental science. The typical working mathematician is described as proceeding through problems with an attitude of discovery and examples of such an approach are given. (MP)

Topics discussed by the renowned geometer include: his early interest in mathematics, the nature of geometry, geometry education, and the future of geometry. (MK)

Describes the use of microcomputers to teach number theory to college students. The design and development of a text and illustrative computer programs are explained; use of the programs in a mathematics course at the University of York is described; and the effects of the computing facilities that are available are considered. (two references)…

Discusses how a teacher might bridge the gap between the professional mathematician (and finished mathematics) and the learner who sees only a small part of mathematics. Includes suggestions about basic rules of inference and a few elementary examples of simple proofs using these rules. (Author/MKR)

Identifies requisite math skills for a microeconomics course, offering samples of supply curves, demand curves, equilibrium prices, elasticity, and complex graph problems. Recommends developmental mathematics competencies, including problem solving, reasoning, connections, communication, number and operation sense, algebra, relationships,…

An outline of some of the essential differences, both in content and methods, between statistics and core mathematics is provided, along with subsequent discussion of the practical implications that these differences portend for a mathematics department at a liberal arts college. (JJK)