An axiomatic development of the derivative and the antiderivative is presented. (DT)

This paper contains a synopsis of ideas presented in one session of the seventh annual meeting of the Pennsylvania State Mathematics Association of Two-Year Colleges, dealing with the optional design for a first mathematics course for social science majors. (MN)

Directions are given for using a gravity protractor in constructing an instrument for finding derivatives. (DT)

The system of Gaussian integers is explained, and a new set of integers is derived. (DT)

A geometric interpretation of the Fundamental Theorem of Calculus is provided and its use is suggested as enhancing student understanding. (MP)

Suggestions are made for more effective tutoring, ranging from specific actions one may take to more general philosophical viewpoints. (MP)

Misconceptions which students have about the convergence of an alternating series are identified, and counterexamples are provided for each of the misconceptions. (DT)

A statistic giving the maximum error of proportion is derived and applied to problems concerning TV ratings, sample size, and election polls. (DT)

Examples are given of difficulties that students have in determining extrema of real-valued functions of real variables. (DT)

References dealing specifically with college remedial mathematics programs fall into several categories: descriptions of programs at individual colleges, regional surveys, and comparative studies on the relative effectiveness of various modes of instruction. (MN)

A procedure for solving absolute value inequalities involving a distance interpretation is presented. (MN)

The author presents a method of teaching the concept of limit. (SD)

The need for realistic applications to be included in mathematics courses is stressed. Several general examples of realistic problems are suggested. (DT)