The behavior of certain functions in advanced calculus is discussed, with the mathematics explained. (MNS)

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

Compares two methods of approaching problem solving in quantitative disciplines. The danger of looking at answers too quickly is discussed. (YP)

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

Presented is a brief outline of a team teaching project for a history of mathematics course directed toward preservice mathematics teachers. A main advantage cited is a distributed workload that engages the cooperation and support of the entire faculty. (JJK)

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)

A study of a class of numbers called 'Good numbers' can provide students with many opportunities for investigation, conjecture, and proof. Definitions and proofs are presented along with suggested questions. (MNS)

Described is an example of a piecewise defined function developed naturally as a consequence of the solution to the given problem statement, thereby allowing calculus students the uncommon opportunity to generate such an otherwise, seemingly contrived function. (JJK)

Representation of integers in various bases is explored, with a proof. (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)

Outlines an instructional plan working within the existing structure of most colleges that produces higher levels of student achievement through the manipulation of time. Described are the objective-based unit design, group instruction, initial test, corrective procedures, and retest. Lists 10 references. (YP)

Describes methods and software for graphing representation of a complex function of a complex variable. Includes an application of a graphical interpretation of the complex zeros of the cubic and their properties. (PK)

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)

Computer simulation provides an effective vehicle for teaching many concepts, especially in probability and statistics. Described is a simulation for the applicability of the t distribution to the estimation of a population mean when the standard deviation of the population is unknown. (MNS)

The number theory concepts of perfect, deficient, and abundant numbers are subdivided and then utilized to discuss propositions concerning semiperfect, weird, and integer-perfect numbers. Conjectures about relationships among these latter numbers are suggested as avenues for further investigation. (JJK)