1.2 Courses and programs First-Year MathematicsÑA Challenging Variable, June P. Wood, 1:1, 1970, 8-13 The Summer Developmental Mathematics Program at Kalamazoo Valley Community College, Fred Toxopeus, 1:1, 1970, 14-16 An Integrated Physics-Calculus Course, Herbert D. Peckham, 1:1, 1970, 17-24 Progress Report on Articulation in Illinois, R. David Gustafson and Arnold Wendt, 1:1, 1970, 37-40 Junior College Cooperative Program in Colorado, James C. Davis and Ralph H. Niemann, 1:1, 1970, 41-43 The Use of the Computer in Mathematics Instruction, Albert E. Hickey, 1:1, 1970, 44-54 A New Graduate Degree for Mathematics Teachers, Jon M. Laible, 1:1, 1970, 55-58 A Curriculum Suggestion for Teaching College Arithmetic, Stanley Schmidt, 1:1, 1970, 92 Remedial or Developmental? Confusion over Terms, Don Ross, 1:2, 1970, 27-31, 0.1 Who's Committed? Who's Involved?, Carol Kipps, 1:2, 1970, 32-35 Mini-Math: A Progam of Short Courses, Larry D. Carter, 1:2, 1970, 36-38 Calculus and the Computer: An Evaluation by Participants, Gary G. Bitter, 1:2, 1970, 41-49 Two-Year Colleges and Post-Secondary Education in Western Europe, Ralph Mansfield, 1:2, 1970, 50-55 Spring Retreat for Community College Mathematics Teachers in Washington, Phil Heft and Charles Ainley, 1:2, 1970, 56-57 Lower Columbia College Mathematics Laboratory, Richard Spangler, 2:1, 1971, 27-31 Calculus as an Experimental Science, R. P. Boas, 2:1, 1971, 36-39 Mathematics for the Undergraduate Physics Major, Mary L. Boas, 2:1, 1971, 49-52 Committing Curricular Heresy, Paul Lawrisuk, 2:1, 1971, 58-64 Calculus and the ComputerÑCRICISAM, William Stark, 2:2, 1971, 51-54 The MAA and the Mathematics Teacher in the Two-Year College, Joseph Hashisaki, 2:2, 1971, 63-68 The Fredonia Plan for Preparing Two-Year College Teachers, Charles R. Colvin, 2:2, 1971, 69-73 Basic Mathematics for CollegesÑthe CUPM Recommendations, J. A. Jones, 2:2, 1971, 87-94 "Sample" Tests for Students, June P. Wood, 3:1, 1972, 14-15 Developmental Mathematics: Self-Instruction with Mathematics Laboratory, Joanna S. Burris and Lee Schroeder, 3:1, 1972, 16-22 Conference Proceedings: Teaching Mathematics to Occupational and Developmental Students, Lawrence L. Mitchell, 3:1, 1972, 42-47 The Mathematics Laboratory and the Single Student, Ralph C. Williams, 4:1, 1973, 40-47 A Doctorate for the Two-Year College Instructor?, H. Vernon Price, 4:1, 1973, 48-50 Group-Based Instruction: The Best Chance for Success?, John Wagner and Howard Jones, 4:1, 1973, 51-54 Another Challenge in the Classroom, Jack M. Robertson, 4:2, 1973, 48-54 A Flexible Response to Open Admissions, Anthony Giangrasso, 4:2, 1973, 55-58 Mathematics for the Captured Student, S. K. Stein, 4:3, 1973, 62-71 The Man-Made World: Cultural vs. Remedial Mathematics, Ralph Mansfield, 5:1, 1974, 9-21 Innovative Evaluation, Margaret Maxfield, 5:1, 1974, 47-52 A Bibliography of Literature: Mathematics Education in the Junior and Community Colleges, Nancy F. Carter and Marc Swadener, 5:1, 1974, 53-59 Improving General Education Mathematics, William Mitchell, 5:2, 1974, 32-38 Nonlab, Nonprogrammed, and Nonlecture: Any Chance?, Donald R. Horner, 5:2, 1974, 39-41 Mini-Calculus, Joseph C. Bodenrader, 5:2, 1974, 74, C Pills: Mathematics Instructional Models, Louise Dyson and Edward B. Wright, 5:3, 1974, 31-33 Logic: A Logical Elective, William M. Setek Jr., 5:3, 1974, 39-40 Bubbles, Frank O. Armbruster and Jean J. Pedersen, 5:3, 1974, 34-38 A Working Model for Inservice Training, Michael A. Topper, 5:4, 1974, 16-17 A Suggested Recruiting Project: Math Contests, Donald Perry and Wayne L. Miller, 5:4, 1974, 19-21 A Doctor's Degree for Community College TeachersÑWhy?, Lewis H. Coon, 5:4, 1974, 22-26 Instructional Videocassettes in Mathematics, Bert K. Waits, 5:4, 1974, 27-30 Survival of the Two-Year College Mathematics Teacher, Peter A. Lindstrom, 6:1, 1975, 11-13 Leonardo, His Rabbits and Other Curiosa, Clyde A. Bridger, 6:1, 1975, 14-20 Factoring Functions and Relations, Thomas J. Brieske, 6:3, 1975, 8-12, 9.4 Note on Teaching the Implication, David Beran, 6:3, 1975, 18-19 MathematicsÑIs It Any of Your Business?, Ralph Mansfield, 6:3, 1975, 20-26, 9.1, 3.1 A Survey of Mathematics Programs, Nancy F. Carter, 6:4, 1975, 14-16 Small Groups: An Alternative to the Lecture Method, Julian Weissglass, 7:1, 1976, 15-20 A Search for Trends Among Mathematics Programs in Small Colleges, Andrew Sterrett, 7:1, 1976, 21-23 A New Approach for Computer Mathematics, Clifford L. Conrad and Nancy J. Conrad and Harry B. Higley, 7:2, 1976, 34-39 Functional NotationÑAn Intuitive Approach, Ann D. Holley, 7:3, 1976, 14-15, 0.2 History in the Mathematics Curriculum, Gerald E. Lenz, 7:3, 1976, 27-28 The Open University, Helen B. Siner, 7:3, 1976, 28-32 Modularizing Liberal Arts Mathematics: An Experiment, William F. Steger and Gretchen Willging, 7:3, 1976, 33-37 Basic Algebra in a Balanced Lecture-Program Format, Corrinne J. Brase and Charles H. Brase, 7:4, 1976, 13-17 The Doctor of Arts Degree in Mathematics: University of Illinois at Chicago Circle, Irwin K. Feinstein, 7:4, 1976, 18-20 Getting the Students Involved in the Elementary Statistics Course, Larry J. Stephens, 8:1, 1977, 19-21 Discovery Method Algebra at the University of Washington, Square Partee and Eric Halsey, 8:1, 1977, 27-29 The Community College Basic Mathematics Course, Barbara J. Lederman, 8:1, 1977, 29-35 What's It Good for?, Nancy F. Carter, 8:2, 1977, 79-80 The Sequencing of Instructional Activities in Written Materials, Donald Cohen, 8:2, 1977, 81-87 The Construction and Uses of CATIA, a Computerized Mathematics Testbank, Charles R. Burton and Wanda A Marosz, 8:4, 1977, 212-216 A Transfer Level Computer Calculus Sequence, Robert C. Sanger, 8:4, 1977, 216-218 Two Factors Involved in Successful Individualized Mathematics Programs, Michael E. Greenwood, 8:4, 1977, 219-222 Why and How to Use Small Groups in the Mathematics Classroom, Judith L. Gersing and Joseph E. Kuczkowski, 8:5, 1977, 270-274 A Rational Approach to Fractions, John Pace, 9:3, 1978, 154-158 Introductory Mathematics and the Adult Woman Student, Carolyn T. MacDonald, 9:3, 1978, 158-161 Experiment and Conjecture in Mathematics: A Discovery Course for College Freshmen and Sophomores, Benjamin Burrell and Jessie Ann Engle and Henry C. Nixt, 9:4, 1978, 210-215 The Role of the Instructor in the Individualized Classroom, Gail B. Mounteer and Robert J. Cermele, 9:4, 1978, 276-281 The Anatomy of the Stupid Error, Charles G. Moore, 9:4, 1978, 309-310, C Exams Can Leverage Learning, Warren Page, 10:1, 1979, 38, C HomeworkÑA Problem with a Solution, Alban J. Roques, 10:2, 1979, 116, C Mathematics in Seventeen Three-Hour Lessons: A Challenge, Ann D. Holley, 10:3, 1979, 191-192 More on Guessing and Proving, George Polya, 10:4, 1979, 255-258 Jazz, Literature, and the Teaching of Mathematics, Ralph P. Boas, 10:4, 1979, 264-265 Questions in the RoundÑAn Effective Barometer of Understanding, Warren Page, 10:4, 1979, 278-279, C Super Bat Meets the Word Problem, Dave Logothetti, 10:5, 1979, 371 Geometry is Alive and Well: The Coxeter Symposium in Toronto, Jean J. Pedersen, 11:1, 1980, 19-25, 0.3 Applications of Intermediate Algebra: A Possible Alternative, J. Michael Shaughnessy, 11:2, 1980, 94-101 Math Anxiety: Some Suggested Causes and Cures: Part 1, Peter Hilton, 11:3, 1980, 174-188 Math Anxiety: Sume Suggested Causes and Cures: Part 2, Peter Hilton, 11:4, 1980, 246-251 Mathematics by Fiat?, Philip J. Davis, 11:4, 1980, 255-263 Fixed Point IterationÑAn Interesting Way to Begin a Calculus Course, Thomas Butts, 12:1, 1981, 2-7, 5.1.1, 9.6 Mathematical Proof: What It Is and What It Ought to Be, Peter Renz, 12:2, 1981, 83-103 A Digression on Proof, Yu I. Manin, 12:2, 1981, 104-107 The Nature of Proof: Limits and Opportunities, Kenneth Appel and Wolfgang Haken, 12:2, 1981, 118-119 Computer Use to Computer Proof: A Rational Reconstruction, Thomas Tymoczko, 12:2, 1981, 120-125 Teachers, Clocks, and Students, Sherman K. Stein, 12:3, 1981, 195-198 Shouldn't We Teach GEOMETRY?, Branko Grunbaum, 12:4, 1981, 232-237 The Thrills of Abstraction, P. R. Halmos, 13:4, 1982, 243-251, 0.2 A First Course in Continuous Simulation, Richard Bronson, 13:5, 1982, 300-310, 9.10 Imbedding the Metric, John D. Neff, 14:3, 1983, 197-202 Toward a Common Understanding of the Content of College Preparatory Mathematics, Joan R. Leitzel, 14:3, 1983, 206-209 Nonnumeric Computer Applications to Algebra, Trigonometry, and Calculus, David R. Stoutemyer, 14:3, 1983, 233-239 SSD Persistence: A Mathematical System for Student Investigation, John Scheding, 14:4, 1983, 309-312, 9.3 Integrating Writing into the Mathematics Curriculum, Dorothy Goldberg, 14:5, 1983, 421-424 Zork, RAMS and the Curse of Ra: Computo, ergo sum, Curt Suplee, 15:2, 1984, 158-159 Will Discrete Mathematics Surpass Calculus in Importance?, Anthony Ralston, 15:5, 1984, 371-373 Responses to: Will Discrete Mathematics Surpass Calculus, Saunders MacLane and Daniel H. Wagner and Peter J. Hilton and R. L. Woodriff and Daniel J. Kleitman and Peter D. Lax, 15:5, 1984, 373-380 The Introductory Mathematics Curriculum: Misleading, Outdated, and Unfair, Fred Roberts, 15:5, 1984, 383-385 Responses to the Introductory Mathematics Curriculum, William F. Lucas and R. W. Hamming and David Tall and Robert E. Davis and Wade Ellis, Jr. and Patrick Thompson and John Mason and Richard K. Guy, 15:5, 1984, 386-397 FORUM: The Algorithmic Way of Life is Best, Stephen B. Maurer, 16:1, 1985, 2-5 Responses to the FORUM on the Algorithmic Way of Life, R. G. Douglas and Bernhard Korte and Peter Hilton and Peter Renz and Craig Smorynski and J. M. Hammersley and P. R. Halmos, 16:1, 1985, 5-21 Testing Understanding and Understanding Testing, Jean Pedersen and Peter Ross, 16:3, 1985, 178-185, 0.2, 5.1.2, 5.2.2 Routine Problems, Sherman Stein, 16:5, 1985, 383-385, 0.2, 5.1.5 Interactive Graphics for Multivariable Calculus, Michael E. Frantz, 17:2, 1986, 172-181, 5.1.1, 5.1.4, 5.7.1 A Mathematics Software Database, R. S. Cunningham and David Smith, 17:3, 1986, 255-266 Computer Algebra Systems in Undergraduate Mathematics, Don Small, John Hosack and Kenneth Lane, 17:5, 1986, 423-433, 5.1.4, 5.1.5, 5.2.2, 5.4.2 Should Mathematicians Teach Statistics?, David S. Moore, 19:1, 1988, 3-7, 7.3 Should Mathematicians Teach Statistics (2)?, A. Blanton Godfrey, 19:1, 1988, 8-11, 7.3 No! But Who Should Teach Statistics?, Judith Tanur, 19:1, 1988, 11-12, 7.3 Statistics Teachers need Experience With Data, R. Gnanadesikan and J. R. Kettenring, 19:1, 1988, 12-14, 7.3 The Mathematicians' Statistics Has a Subsidiary Role, Barbara A. Bailar, 19:1, 1988, 14-15, 7.3 Growth and Advances in Statistics, Frederick Mosteller, 19:1, 1988, 15-16, 7.3 Statistician, Examine Thyself: Response, Gudmund R. Iversen, 19:1, 1988, 16-18, 7.3 It's Not "By Whom" But Rather "How", John E. Freund, 19:1, 1988, 18-19, 7.3 The Need for Good Teaching of Statistics, Henry L. Alder, 19:1, 1988, 20-21, 7.3 Let the Experts Teach and Judge, David L. Hanson, 19:1, 1988, 21-24, 7.3 Who Teachers What to Whom?, Michail Reed, 19:1, 1988, 24-26, 7.3 What Should the Introductory Statistics Course Contain?, Gerald J. Hahn, 19:1, 1988, 26-30, 7.3 Mathematics is Only One Tool that Statisticians Use, Ronald D. Snee, 19:1, 1988, 30-32, 7.3 Reaction to Responses to "Should Mathematicians Teach Statistics?", David S. Moore, 19:1, 1988, 32-35, 7.3 Readers' Responses to the January 1988 Forum: "Should Mathematicians Teach Statistics?", Joseph B. Kadane and William A. Golomsky and Daniel A. Sankowsky and Benjamin M. Perles, 19:2, 1988, 164-165, 7.3 A Computer in the Classroom: The Time is Right, David P. Kraines and David A. Smith, 19:3, 1988, 261-267 Teaching with CAL: A Mathematics Teaching and Learning Environment, James E. White, 19:5, 1988, 424-443, 5.1.5 The Simplex Method of Linear Programming on Microcomputer Spreadsheets, Frank S. T. Hsiao, 20:3, 1989, 153-160, 9.9 Copyright Law As It Applies to Computer Software, Michael Gemignani, 20:4, 1989, 332-338 Learning Mathematics Through Writing: Some Guidelines, J. J. Price, 20:5, 1989, 393-401 Notational Collisions, J. Hillel, 20:5, 1989, 418-422, C, 4.1 Graphing with the HP-28S, John Selden and Annie Selden, 20:5, 1989, 423-432, 5.1.5 Sum the Alternating Harmonic Series, Dave P. Kraines and Vivian Y. Kraines and David A. Smith, 20:5, 1989, 433-435, C, 5.4.2 Taylor Polynomials, David P. Kraines and Vivian Y. Kraines and David A. Smith, 20:5, 1989, 435-436, C, 5.4.2 Calculus Quiz, David P. Kraines and Vivian Y. Kraines and David A. Smith, 20:5, 1989, 437-438, C, 5.1.5 What's an Assignment Like You Doing in a Course Like This? Writing to Learn Mathematics, George D. Gopen and David A. Smith, 21:1, 1990, 2-19 Let's Teach Philosophy of Mathematics!, Reuben Hersh, 21:2, 1990, 105-111 Proofs by -Tion, John S. Robertson, 21:3, 1990, 220-222, C Student Research Projects: Self-esteem in Mathematics, Herbert S. Wilf, 21:4, 1990, 274-277, 9.3 Recruitment and Retention of Students in Undergraduate Mathematics, Miriam P. Cooney and Jacqueline M. Dewar and Patricia Clark Kenschaft and Vivian Kraines and Brenda Latka and Barbara LiSanti, 21:4, 1990, 294-301 A Mathematical Field Day, S. C. Althoen and M. F. Wyneken, 21:5, 1990, 379-383 China's 1989 National College Entrance Examination, Bart Braden, 21:5, 1990, 390-393, 0.2, 0.4, 0.6 Forward Homework, Raymond A. McGivney, 21:5, 1990, 400-402, C Teaching about Fractals, Stephen J. Willson, 22:1, 1991, 56-59 Physical Demonstrations in the Calculus Classroom, Tom Farmer and Fred Gass, 23:2, 1992, 146-148, C, 5.2.1, 6.1 The Joy of Mathematics: A Mary P. Dolciani Lecture, Peter Hilton, 23:4, 1992, 274-281, 0.2 How Should We Introduce Integration?, David M. Bressoud, 23:4, 1992, 296-298, 5.2.1 Gems of Exposition in Elementary Linear Algebra, David Carlson and Charles R. Johnson and David Lay and A. Duane Porter, 23:4, 1992, 299-303, 4.1, 4.5, 4.7 Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College, Uri Treisman, 23:5, 1992, 362-372 The Growing Importance of Linear Algebra in Undergraduate Mathematics, Alan Tucker, 24:1, 1993, 3-9 Teaching Linear Algebra: Must the Fog Always Roll In?, David Carlson, 24:1, 1993, 29-40, 4.1 The Linear Algebra Curriculum Study Group Recommendations for the First Course in Linear Algebra, David Carlson and Charles R. Johnson and David C. Lay and A. Duane Porter, 24:1, 1993, 41-46, 4.1, 4.3, 4.2, 4.5 A Computer Lab for Multivariate Calculus, Casper R. Curjel, 24:2, 1993, 175-177, C, 5.7.1, 8.3 Old Calculus Chestnuts: Roast, or Light a Fire?, Margaret Cibes, 24:3, 1993, 241-243, C, 5.1.4 Great Problems of Mathematics: A Summer Workshop for High School Students, Reinhard C. Laubenbacher and Michael Siddoway, 25:2, 1994, 112-114 A Note from the Guest Editor and other ODE Resources, Beverly H. West, 25:5, 1994, 362-363 New Directions in Elementary Differential Equations, William E. Boyce, 25:5, 1994, 364-371, 6.2, 6.4 What It Means to Understand A Differential Equation, John H. Hubbard, 25:5, 1994, 372-384, 6.1, 6.2, 6.4 Teaching Differential Equations with a Dynamical Systems Viewpoint, Paul Blanchard, 25:5, 1994, 385-393, 6.1, 6.2, 6.4 Asking Good Questions about Differential Equations, Paul Davis, 25:5, 1994, 394-400, 1.1, 6.1 The Computer-oriented Calculus Course at Rensselaer Polytechnic Institute, William E. Boyce and Joseph G. Ecker, 26:1, 1995, 45-50 Mathematics Education: A Case for Balance, George E. Andrews, 27:5, 1996, 341-348 Mathematics Education: A Response to Andrews, David M. Mathews, 27:5, 1996, 349-353 George Andrews Replies, George Andrews, 27:5, 1996, 354-355 Is Mathematics Necessary?, Underwood Dudley, 28:5, 1997, 360-364 On ÒRethinking Rigor in Calculus É,Ó or Why We DonÕt Do Calculus on the Rational Numbers, Scott E. Brodie, 30:2, 1999, 135-138, C, 5.1.2 Verse, Marylou Zapf, 34:2, 2003, 169-170, C A Survey of Online Mathematics Course Basics, G. Donald Allen, 34:4, 2003, 270-279