Infinite geometric series are related to the time-motion paradox involving a football team advancing halfway to a goal line on each successive play. (MN)

A teacher's notes of ideas on how to teach decimals and what everyday examples to use. For part 1 of this article, see volume 2, number 3, pages 23-24. (MM)

An approach to the calculus beginning with calculations of speeds was suggested by Morris Kline. This approach is developed and metricated. (SD)

Problem solving is presented as a resource for creating curriculum through reflections on intuition such as: exploring available intuitions, making explicit the intuitions used, and using intuition to generalize. (MP)

Three examples illustrate a method for solving word problems: guess a solution, write an expression to check the guess, and substitute a variable for the guess in the expression. (MP)

Proposes a method for solving a diffusion equation by a random-walk approximation technique which utilizes the complex intergration method of steepest descent. (SL)

Force diagrams involving angular velocity, linear velocity, centripetal force, work, and kinetic energy are given with related equations of motion expressed in polar coordinates. The computer is used to solve differential equations, thus reducing the mathematical requirements of the students. An experiment is conducted using an air table to check…

The theorem is seen as the foundation for large-sample statistical inferences, and is usually difficult for students to understand because one expects to take only one sample from a population. A description of how a table of random numbers readily available to students could be used is provided. (MP)

A course of mathematical methods for students of different degree programs is outlined. An approach to the teaching of the course is described which allows continuity between sections of apparently different material. (MP)