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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

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A Classroom Note on Diagnosing Mathematical Errors and Recognizing Basic Learning Disabilities.
Peer reviewed Peer reviewed
Johnson, Marvin L. – Mathematics and Computer Education, 1999
Finds that more students with learning disabilities are taking mathematics courses. Argues that recognizing learning disabilities and effectively addressing them are important skills for college mathematics teachers. (CCM)
Descriptors: Diagnostic Teaching, Educational Diagnosis, Higher Education, Learning Disabilities
Computer Literacy and Computer Science and Their Relationship to Mathematics.
Peer reviewed Peer reviewed
Johnson, Marvin L. – Mathematics and Computer Education, 1986
Definitions of computer science and computer literacy are discussed, with their implications for college instruction and job skills. Mathematics as a necessary condition for success in both is noted. (MNS)
Descriptors: College Mathematics, Computer Literacy, Computer Science, Higher Education
Computer Literacy at the Community College--A Way to Start.
Peer reviewed Peer reviewed
Johnson, Marvin L. – Mathematics and Computer Education, 1984
The need to acquaint community college students with the computer in a way that is discipline-specific is stressed. A definition of computer literacy is given and steps to be taken to make students and faculty computer literate are presented. (MNS)
Descriptors: Community Colleges, Computer Literacy, Curriculum, Higher Education
Is There Calculus without the Fundamental Theorem?
Peer reviewed Peer reviewed
Johnson, Marvin L. – Mathematics and Computer Education, 1991
Under the assumption that the current perplexing state of calculus instruction is a result of the presuppositions inherent within conventional teaching practices, the author examines why calculus is taught the way it is, indicates unprofitable practices that result from the way calculus is taught, and recommends possible ameliorative actions. (JJK)
Descriptors: Calculus, College Mathematics, Curriculum Development, Curriculum Problems