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)

We examine the behavior of the curvature function associated with most common families of functions and curves, with the focus on establishing where maximum curvature occurs. Many examples are included for student illustrations. (Contains 18 figures.)