Arguing that computers can be used to improve not only the delivery of undergraduate mathematics courses, but also their content, the author discusses several broad areas in which computers might improve the undergraduate curriculum. (SD)

Relationships between mathematical and humanistic cultures and the development of mathematical concepts are presented. The author suggests that courses highlighting the history and relevance of mathematics be developed; possible instructional resources are listed. (SD)

The merits of having students interact with the computer rather than use canned programs to solve problems are discussed. Examples are provided. (SD)

A college mathematics course designed specifically for architecture students is described. The course covers many topics and includes discussions of the role of the mathematics in diverse areas of art and science. (SD)

The author argues that a new approach to the teaching of statistics to bright students training for administrative careers is needed. (SD)

A calculus course was designed to give students an appreciation of mathematics as a social process rather than a set of techniques. Group activities, problem solving sessions, and a new approach to testing were used. (SD)

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

An alternative approach to the basic concepts of measures of central location and dispersion is described. (DT)

A geometric method for constructing one infinite geometric series is described. The unit of the sum of the series is analyzed, and the behavior of the sum near two points is studied. (DT)

A short course in probability and statistics for administrators and managers is described. Topics covered in one of the lecture sessions are discussed. (DT)

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)

A case is argued for developing patterns of mathematical thinking from those found in life. (DT)

Reasons are given for including computer programming in an elementary mathematics methods course. A model for a teacher training course is described in general and applied to lessons in programming. (DT)

Classical, formal, and intuitive mathematical proofs are discussed in relation to secondary school mathematics instruction. (DT)

This article discusses the pros and cons of CAI (computer assisted instruction) as compared to "computer as laboratory" (simulation, modelling, problem-solving, calculation, data bases). (DT)