Discusses a method of graphing polar equations using information from the Cartesian graphs of trigonometric functions. (MKR)

The authors draw together a variety of facts concerning a nonlinear differential equation and compare the exact solution with approximate solutions. Then they provide an expository introduction to the elliptic sine function suitable for presentation in undergraduate courses on differential equations. (MNS)

The given proof supplements the derivation of identities provided in textbooks. Illustrations are included. (MNS)

Provides computer programs (for Apple microcomputers) for drawing (in high resolution graphics) a three-leaved rose, concentric circles, circumscribed and inscribed astroids. Sample output and discussions of the mathematics involved in the programs are included. (JN)

Formulas for use in computer programs are presented. Two programming applications are discussed: one to ballistics using inverse sine and one to hours of daylight using inverse cosine. (MNS)

Describes a five-step graphing method for various trigonometric periodic functions. Emphases is on teaching constants and functions. (YP)

Uses a variation of Hansen's surveyor problem to illustrate how exploring students' assumptions can lead to interesting mathematical insights. Describes methods that utilize self-stick notes and overhead transparencies to adapt computer software to specific classroom needs. (MDH)

Designed as an avenue of communication for mathematics educators concerned with the views, ideas, and experiences of two-year college students and teachers, this journal contains articles on mathematics exposition and education, and regular features that present book and software reviews and math problems. The first of two issues of volume 9…

Brief articles concern solving a polynomial equation of degree greater than two, an approach for teaching an ambiguous case in trigonometry, and built-in functions on calculators and computers. Two computer programs are listed. (MNS)

A programing approach is described, using numerical methods to draw implicit functions, without solving the relationships explicitly. Several examples are discussed, with programs and printouts included. (MNS)

Examines the point of inflection in the curve determined by the hinge of a bifold door as it opens. Determines the equation of the branch function of the curve and calculates its point of inflection. (MDH)

Describes an activity for making the connection between triangle ratios and graphs of circular functions which helps middle school students understand the concept of a sine curve. (ASK)

The study of trigonometric functions in terms of the unit circle offer an example of how students can learn algebraic relations and operations while using visually oriented thinking. Illustrations are included. (MNS)

This review guide, prepared as an aid to teachers of Course III, starts with a pre-test review of Course II topics found again in Course III. The five units of Course III, as outlined in the New York State Syllabus, are then separated into nine smaller units. These include: real numbers; complex numbers; functions; logarithms; trigonometry;…

Argues that students should have dynamic perceptual experience with the concepts central to circular functions. Includes a computer program, designed for Apple II, to provide such experience. (PK)