Examines the performance of two groups of students in traditionally-taught second semester calculus: students who took reform first semester calculus and students who took traditionally-taught first semester calculus. Identifies and explores the issues that reform students faced as they transitioned into traditionally-taught second semester…

Describes a successful course in mathematical biology at Dartmouth College. The course targets premedical students and biology majors rather than mathematics majors, and requires only one semester of calculus as prerequisite. Real world problems form the basis of student work. (Author/KHR)

Describes the behavior of five calculus professors and their students based on observations of calculus classes. Results showed that the dominant mode of instruction was lecture and students were usually not actively engaged in doing mathematics. (14 references) (Author/MKR)

Presents a college calculus program based on the discovery method and the educational psychology literature used to develop it. Lists departmental, educational, and calculus reform goals, and describes characteristics of the program, including relaxed atmosphere, use of visualization, and supplemental teaching techniques. (13 references) (MKR)

Reports results of a survey of demographics and work and study habits of college freshmen mathematics students. No statistically significant correlation was found between work hours and grade outcome. (Author/MKR)

Proposes a calculus curriculum combining formative knowledge, mathematical foundations, and instrumental knowledge in mathematics. Discusses each of these components, the organization of a core calculus course, and the use of problem solving in calculus instruction. (10 references) (MKR)

Compares experiences in two calculus courses for non-science majors: a traditional business calculus course and a course using materials from the Calculus Consortium based at Harvard. The latter program is recommended. (MKR)

Discusses the use of the Calculus & Mathematica materials, presents an objective assessment of student performance based on a uniform final exam, presents a summary of student perceptions drawn from responses to survey questions, and gives an analysis of the strengths and weaknesses of the courseware. (19 references) (Author/MKR)

Discusses results from studies reported from 1958-86 examining the different methods of teaching calculus. Alternatives to lecture presentations to supplement and enhance learning include discovery and group learning, self-paced classes, programed materials, and use of computers. (over 50 references) (MDH)

Hypermedia provides an easy-to-use option for adding visualization, via the computer, to the classroom. Some examples of this medium are presented, including applications in basic linear algebra and calculus, and a tutorial in electromagnetism. (Author)

Offers calculus students and teachers the opportunity to motivate and discover the first Fundamental Theorem of Calculus (FTC) in an experimental, experiential, inductive, intuitive, vernacular-based manner. Starting from the observation that a distance traveled at a constant speed corresponds to the area inside a rectangle, the FTC is discovered,…

Presents one model for a liberal arts mathematics course that combines probability and calculus. Describes activities utilized in the course to heighten students' interest and encourage student involvement. Activities include use of visualization, take-home tests, group problem solving, research papers, and computer usage with DERIVE computer…

Describes numerical differentiation and the central difference formula in numerical analysis. Presents three computer programs that approximate the first derivative of a function utilizing the central difference formula. Analyzes conditions under which the approximation formula is exact. (MDH)

Describes an attempt to increase business calculus students' desire to learn by overcoming typical low levels of mathematical preparation and motivation utilizing a corporate structure managed by the students. Includes 10 sample problems from fictitious corporations. (JJK)

Discusses and provides sample lessons of learning by discovery and weekly problem sets, which are presented as alternative methods for teaching college calculus. Both approaches stress conceptual understanding and guide the students to explore the ideas of calculus in small groups in a computer laboratory setting. (JJK)