Describes the writing of a programmed text to teach set theory and boolean algebra to students preparing to learn digital electronics. (JLH)

The author argues that mathematics instruction should start with real, complex, non-mathematical problems and describes a teacher education program which is consistent with this belief. (JLH)

The theoretical background for evaluating students using fuzzy set theory and multicriteria analysis is discussed. (JLH)

An attempt is made to define mathematics education and to suggest courses for an M.Sc. degree for teachers based on this definition. (JLH)

Recent music education research is reviewed. Topics covered include teaching and learning, development and maturation, training, attitudes, perception and psychoacoustics, automated learning, creativity, and psychological theory. Questions for future research are suggested. Journal available from Council for Research in Music Education, School of…

This paper outlines a technique for teaching a rigorous course in calculus and differential equations which stresses applicability of the mathematics to problems in civil engineering. The method involves integration of subject matter and team teaching. (SD)

This paper describes the nature and use of a computer-assisted sequence of instruction in college-level mathematics. Units in differential and integral calculus and geometry are described. The authors claim that students acquire increased confidence in their knowledge and problem-solving ability. (SD)

The author develops a four-stage model for concept-internalization. The stages are: (1) concrete structure; (2) linguistic structure; (3) algorithm; and (4) mastery. The model is related to teaching methods and the teaching of long division is examined in detail. (SD)

This paper describes the introduction of a multiple-choice test into the existing framework of examinations at the University of Nottingham. The examination papers and administrative techniques are described. (SD)

This paper addresses three approaches to addressing the question "why teach mathematics?" Historical documents are reviewed in this light and recurring aims are summarized. (SD)

The author argues that understanding of the logic of proof is important to all students of mathematics. Students in the applied sciences sometimes have difficulty understanding proof or its relevance to them. Several ideas for instruction in proof are offered. (SD)

The newly developed mathematical theory of fuzzy subsets can be applied to educational research and the development of systems for the management of instruction. (SD)

Two methods of teaching mathematics to engineering students were investigated. The first used tutorials, written materials, and lectures, while the second used computer exercises instead of tutorials. Both were effective with students entering the program with low mathematics achievement. (SD)

Multiple-choice mathematics tests and other measures of achievement in a mathematics course for engineering students were compared. Although the results were highly correlated, there were some discrepancies. (SD)

Ploynomials which can be used to calculate the number of ways of coloring hexagonal patterns are presented. (SD)