Two studies are described which (a) determined whether the generality and inclusiveness of advance organizers (AOs) were the same as the mathematical generality or abstractness of concepts that might be used as AOs and (b) measured the effect of programmed recall of AOs in enhancing the learning of a mathematical concept. (DT)

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

A programming problem on calculating the roots of a quadratic equation is used to illustrate the inexactness of computation with a digital computer. (DT)

This article describes a mathematics course in which industrial and governmental problems are addressed, studied, and solved by teams of students working under faculty supervision. (DT)

Eight suggestions for surmounting barriers between the student and the class teacher are given and briefly discussed: class evaluations, alternate class structure, student-written notes, in-class "experiments," quizzes without trauma, the class dummy, "programmed" spontaneity, and "treats." (DT)

The organization of a course in recreational mathematics for teachers is described. (DT)

The performance of community college students given instructional objectives was compared to performance of those not receiving objectives. A total of four instructional units were presented. On one of the units and on the students' combined scores for all four units, results showed significant differences favoring students receiving objectives.…

Discusses the formation of a conceptual framework for studying mathematics by stressing six principles. Instruction structured on these principles is illustrated and a curriculum for the first two collegiate years is outlined. (JP)

Probabilities and strategies for winning at a game of fliiping a penny are analyzed. (DT)