Describes a research-based analytical framework for motivation, activity, learning, and attribution to exam classroom management issues in student-centered instruction. Reviews research in classroom management for university and college-level classrooms. Describes the research base for the framework. (Contains 88 citations.) (Author/KHR)

Presents a case study of an undergraduate mathematics seminar in which seniors put together ideas from their previous coursework and extended their understanding of mathematics. (10 references) (Author/MKR)

Describes an experimental course in which the programming language ISETL served as a tool for exploring concepts in abstract algebra, and identifies instructional strategies that facilitate the successful use of ISETL. Offers informal observations regarding the effectiveness of this approach. (13 references) (Author/MKR)

Reports on the differences in two sections of a college course on differential equations. Results on a common examination showed that writing assignments substituted for traditional homework assignments did not improve test performance. However, survey results indicated that students felt the writing assignments, in lieu of additional homework,…

Describes the mechanics of group work in the college mathematics classroom specifically group formation, preliminary class work, class and group discourse, individual and group assignments, and impact on test taking. Includes examples from a first-semester calculus course. (JJK)

Describes the collegewide academic program at Maharishi International University that incorporates speaking and writing into the undergraduate curriculum. The impact of the key features of this successful program upon the mathematics curriculum are discussed in detail. (JJK)

Describes several techniques that have been used in a variety of college mathematics classes to shift the classroom experience from instructor-centered to student-centered. Discusses specific applications of these techniques to remedial mathematics, precalculus, liberal arts mathematics, calculus, and geometry classroom settings. (40 references)…

Describes an intermediate level, college geometry course that is designated as both writing and speaking intensive. Suggests methods that utilize writing and speaking activities to enhance student learning, and discusses student reactions to the course. (nine references) (JJK)

Computer labs using Calculus T/L were introduced into Calculus I classes at Christopher Newport University. A description of the labs, the instructor's experiences in using the labs, and student reactions are detailed. Contains instructions for Lab I involving inputting functions, finding difference quotients, and sketching a graph. (Author/MDH)

Describes an interdisciplinary quantitative reasoning course that uses algebra to answer questions from science. Describes the development, philosophy, and structure of the course and demonstrates two of the projects developed for this course. Presents student reactions and attitudes towards the course. (Contains 11 references.) (Author/ASK)

Describes the Mathematical Contest in Modeling (MCM), a contest in which teams of three undergraduate students compete with other undergraduate teams from schools all over the world. Implements MCM at Eastern Oregon University and indicates that the MCM program promotes teamwork and generates enthusiasm in students. (Author/ASK)

Describes a reading and writing course about the fourth dimension that involves readings selected from both mathematical and non-mathematical literature, frequent class discussion, several invited speakers from disciplines other than mathematics, and some hands-on and group activities. (Author/ASK)

Describes an activity designed to help students develop a good foundation from the beginning of the transition from multivariate calculus to linear algebra. (MM)