A classification of statistics courses in presented, with main categories of "course type,""methods of presentation,""objectives," and "syllabus." Examples and suggestions for uses of the classification are given. (DT)

The objectives for a general one-semester college course in mathematics are discussed. The content covered in looking at "traditional" mathematical systems, computers in society, and statistics from a consumer's viewpoint are briefly described. (DT)

Course content in terms of instructional modules, student placement procedures, and course organization with respect to time are described regarding a remedial college mathematics course. (DT)

The necessity for instruction in mathematical logic is discussed, and an outline of topics covered in a course on logic at the community college level is presented. (DT)

This study attempted to determine (1) the nature of the influences conditioning college mathematics, (2) the impact of these influences, and (3) the changes which seem to have resulted during three chronological periods from 1890 to 1945. For each period of the study certain basic questions were investigated (1) learning theory in the teaching of…

This document constitutes a complete revision of the report of the same name first published in 1965. A new list of basic courses is described, consisting of Calculus I, Calculus II, Elementary Linear Algebra, Multivariable Calculus I, Linear Algebra, and Introductory Modern Algebra. Commentaries outline the content and spirit of these courses in…

Functions with a variety of properties (sets of discontinuities, unbounded derivations, etc.) are discussed. (SD)

The need to emphasize logical thinking with students but to avoid insistence on rigorous formal proofs for every topic covered is discussed. An obituary about the author precedes this article. (DT)

On the basis of research findings, it is suggested that flexible time scheduling and mastery learning strategies should be more widely applied at the college level. (DT)

Some preliminary results of an investigation of the relationship among aptitude for statistics, previous attainment in mathematics, performance in school and university subjects, age, and sex are presented. Reference to development of a more appropriate curriculum for teaching statistics to university social science students is included. (DT)

A model for securing student input for curriculum construction, including textbook writing, through observing small groups of students at work is described; its application to the topic of limits of sequences and implications for curriculum development in general are discussed. (DT)