In many elementary calculus textbooks in use today, the definition of a "smooth curve" is slightly ambiguous from the students' perspective. Even when smoothness is defined carefully, there is a shortage of relevant exercises that would serve to elaborate on related subtle points which many students may find confusing. In this article, the authors…

Reviews the nature and history of post-secondary developmental education in America. (KHR)

Both computers and calculators are limited by architecture, operating system, and software, to some predetermined level of precision within decimal number presentation and calculation. However, there exists a base that produces a terminating decimal. (MM)

Shows by means of a mathematical example how algorithmic thinking and mathematical thinking complement each other. An algorithmic approach can lead to questions that deepen the understanding of mathematics material. (DDR)

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)

The need for remedial mathematics instruction is described, and the low esteem associated with teaching such courses is noted. A plea is made that support be increased. (MNS)

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)

Written for "curious laymen" and high school and college teachers, this article provides a basic background for approaching the philosophy of mathematics. It is structured around three questions: the reality of mathematics, what mathematics is, and what mathematicians and mathematics teachers do. (MNS)

Argues that education in computer science in secondary schools has not kept pace with curriculum developments for college programs. Suggests definitions to be agreed upon and ways to close the gap between secondary and college programs. (PK)

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)

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)

Various ways in which computers can be used in the classroom depending on the subject, students' background, and individual teaching style are discussed. A way to evaluate professional software packages for use in the classroom is included. (KR)

Presented is a way to provide students with a review and an appreciation of the versatility of pointers in data structures by improvising with binary trees. Examples are described using the Pascal programing language. (KR)

Discusses areas where teachers may harbor mistaken assumptions about their students' understanding when using graphing calculators: (1) confidence and competence with order of operations, (2) integration of algebraic and graphical knowledge, and (3) scaling a graph. (MKR)