Describes a study which indicates that when prospective elementary teachers studied enrichment problems in a college mathematics course for elementary teachers their attitudes toward mathematics became significantly more positive. (BR)

An examination of a student question concerning a calculus problem leads to a discussion of some of the symmetric properties of a specific set of polynomials. (MP)

Changes in the concept of function in mathematics is the light of the revolution that has occurred since the beginning of the nineteenth century are reviewed. (MP)

A questionnaire was given to 129 high school students taking college-prep mathematics and to 63 college students taking a pre-calculus course. Students were to identify sentences as axioms, postulates, facts, definitions, or theorems. Findings showed students did not have the formalist point-of-view about the structure of mathematics. (DT)

Reasons are cited for including a course in mathematics for liberal arts majors. Objectives of the course and course content are discussed. (DT)

Discusses a method of cubic splines to determine a curve through a series of points and a second method for obtaining parametric equations for a smooth curve that passes through a sequence of points. Procedures for determining the curves and results of each of the methods are compared. (YP)

Presents some examples from geometry: area of a circle; centroid of a sector; Buffon's needle problem; and expression for pi. Describes several roles of the trigonometric function in mathematics and applications, including Fourier analysis, spectral theory, approximation theory, and numerical analysis. (YP)

Provides four examples for testing the validity of logical arguments by using the method of truth trees. (YP)

Lists five criteria in the acceptance of mathematical theorems, such as understanding, significance, compatibility, reputation, and convincing argument. Concludes that social and language factors are involved in the process of the acceptance. (YP)

Describes the "Buffon's Needle" problem, which is calculating the probability that a needle will cross one of two separated lines. Calculates the probability when the length of the needle is greater than the space of the two lines. Provides an analytic solution and the results of a computer simulation. (YP)

Considers the reflections of the graphs of a function through an arbitrary line. Determines whether the result is a function and which functions are reflected on to themselves through a given line. (YP)

Reviews the underpinnings of synthetic division. Shows how to quickly obtain the coefficients of the Taylor expansion of a polynomial about a point, and a partial fraction decomposition of a polynomial. (MVL)

Presented are geometric interpretations of the Riemann-Stieltjes integral and a few associated theorems (without proofs). Such graphical explanations can aid some students in understanding real analysis. (MNS)

Given is a proof on the classification of surfaces that involves some simple graph theory. It could serve as an introduction to some methods of modern differential topology. (MNS)

Expert mathematicians are contrasted with undergraduate students through a two-part analysis of the potential and actual use of visual representations in problem solving. In the first part, a classification task is used to indicate the extent to which visual representations are perceived as having potential utility for advanced mathematical…