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

Provides examples to show that parallel coverage of convergence theorems for both series and improper integrals will tend to strengthen each other. Indicates that such coverage should also help students to better understand the concept of asymptote. (JN)

The problem "Given three planar points, find a point such that the sum of the distances from that point to the three points is a minimum" is discussed from several points of view. A solution that uses only calculus and geometry is examined in detail. (MNS)

A method of using vector analysis is presented that is an application of calculus that helps to find the best angle for tacking a boat into the wind. While the discussion is theoretical, it is seen as a good illustration of mathematical investigation of a given situation. (MP)

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

Much of the current literature on the topic of discrete mathematics and calculus during the first two years of an undergraduate mathematics curriculum is cited. A relationship between the recursive integration formulas and recursively defined polynomials is described. A Pascal program is included. (Author/RH)

An old way to determine asymptotes for curves described in polar coordinates is presented. Practice in solving trigonometric equations, in differentiation, and in calculating limits is involved. (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)

Timing stoplights and trying to determine the best way to allocate cycle time to the two directions is discussed. The simple case and improving the model are both considered. (MNS)

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)

Results are presented of an impromptu exploration of polar formulas for volumes of revolution for certain plane regions. The material is thought to be unique, and to offer room for student exploration. It is felt pupil investigation can lead to increased pupil interest in both polar coordinates and calculus. (MP)

Detailed examples of the kind of interdisciplinary activity involving differential equations and the computer that are highly motivating to many pupils and can be easily integrated with current materials are provided. It is felt the projects illustrated can work well within courses and are not excessively time-consuming. (MP)

Presented are reviews of several microcomputer software programs. Included are reviews of: (1) Microstat (Zenith); (2) MathCAD (MathSoft); (3) Discrete Mathematics (True Basic); (4) CALCULUS (True Basic); (5) Linear-Kit (John Wiley); and (6) Geometry Sensei (Broderbund). (RH)

Various ways in which computers can be used in the classroom depending on the subject, students' background, and individual teaching style are discussed. A way to evaluate professional software packages for use in the classroom is included. (KR)