Describes a 'Moore Method' course whose purpose is to teach students to create and present in class mathematically correct proofs of theorems. Discusses grading, class discussions, ways to help students, and the extent to which to encourage cooperative learning. (Author/ASK)

Analyzes the results of an experimental study of a nontraditional style of teaching, a combination of lecture and group discovery methods. Concludes that students in the study performed better than those in traditional sections, their attitudes towards mathematics improved, and they were positive about the instructional approach. (Author/ASK)

Presents a college calculus program based on the discovery method and the educational psychology literature used to develop it. Lists departmental, educational, and calculus reform goals, and describes characteristics of the program, including relaxed atmosphere, use of visualization, and supplemental teaching techniques. (13 references) (MKR)

Presents examples of questions and answers arising from a hands-on and exploratory approach to discrete mathematics using cuisenaire rods. Combinatorial questions about trains formed of cuisenaire rods provide the setting for discovering numerical patterns by experimentation and organizing the results using induction and successive differences.…

Offers calculus students and teachers the opportunity to motivate and discover the first Fundamental Theorem of Calculus (FTC) in an experimental, experiential, inductive, intuitive, vernacular-based manner. Starting from the observation that a distance traveled at a constant speed corresponds to the area inside a rectangle, the FTC is discovered,…

Discusses results from studies reported from 1958-86 examining the different methods of teaching calculus. Alternatives to lecture presentations to supplement and enhance learning include discovery and group learning, self-paced classes, programed materials, and use of computers. (over 50 references) (MDH)

Discusses and provides sample lessons of learning by discovery and weekly problem sets, which are presented as alternative methods for teaching college calculus. Both approaches stress conceptual understanding and guide the students to explore the ideas of calculus in small groups in a computer laboratory setting. (JJK)