The game of craps is analyzed in terms of mathematical expectation. Betting examples are presented and discussed, and a computer simulation program in BASIC is included. (MNS)

The results of investigations into finite geometries, prompted by questions raised in a course for secondary school mathematics teachers, are presented. The discussion of points, lines, and incidences led to consideration of graphs of second-degree equations in finite projective planes. (MNS)

The behavior of some functions near the point of origin is discussed. Each function oscillates, and as x approaches 0, the oscillations become increasingly more rapid; their behavior near the origin improves with increasing values of n. Examples for a calculus class to consider are given. (MNS)

An example is given of how to help students who have obtained a correct answer by a wrong method. They are asked to suppose that a child has found an easy method for division, and eventually write a computer program to show the correct method. (MNS)

The authors draw together a variety of facts concerning a nonlinear differential equation and compare the exact solution with approximate solutions. Then they provide an expository introduction to the elliptic sine function suitable for presentation in undergraduate courses on differential equations. (MNS)

Argues that Euclidean geometry should assume the central role it once had in mathematics education, describing a teaching method that uses slides made with superimposed overhead projector transparencies. The method (constituting a game of clues and hints) assumes students understand deduction and the roles of postulates, theorems, and proofs. (JN)

Provides examples to show that parallel coverage of convergence theorems for both series and improper integrals will tend to strengthen each other. Indicates that such coverage should also help students to better understand the concept of asymptote. (JN)

An overview is given of the involvement of IBM in secondary and college education. Several grant programs, inservice training programs, and faculty loan programs are noted. (MNS)

Courses for a computer technology program are listed. Hardware purchases necessary to use a mainframe computer in a single-user environment in a computer organization course is described, and sample runs from three programs are included. (MNS)

A method of teaching introductory statistics using student-selected project topics is described. Several activities are noted, with a model for student research projects. (MNS)

A proof for a limit is given, with a recommended presentation consisting of three lemmas followed by the theorem. (MNS)

An extension of the integration by parts formula, useful in the classroom for products of three functions, is illustrated with several examples. (MNS)

The author's adaptation of a mastery learning program to a Beginning Algebra course is described. Test score averages clearly increased. (MNS)

Numerical inaccuracies, which occur in many ordinary computations, can create serious problems and render answers meaningless. Cancellation and accumulation errors are described, and suggestions for experimentation are discussed. (MNS)

Student, teacher, and teaching causes of mathematics anxiety are discussed. Computer-assisted instruction can reduce mathematics anxieties due to lack of confidence, negative attitudes, teacher bias, authoritarian teaching, lack of variety, lack of relationship with the real world, emphasis on memorization or on speed, or computer phobia. (MNS)