This is the second edition of a curriculum guide for secondary school mathematics. It is one of a series intended to serve as a model for Alaskan school districts as they develop and review their curriculum documents. Listed are topics and concepts, learning outcomes and objectives, and sample learning activities. The learning activities are…

A course that incorporates a computer program as a tool to take a more detailed look at differential equations is described. (MP)

Demonstrates that the functions known as the witch of Agnesi and the normal distribution are not identical by comparing the areas under the curves and the slopes of the lines tangent to the curves of the two functions. Suggests follow-up activities to the investigation. (MDH)

Offers information on a project to improve students' understanding of derivatives. Students use the software package "Cactusplot" which allows them to calculate the slope at various points, and "Graphical Analysis III" software to graph the data and modify the graphs if necessary. (ASK)

This paper discusses experience with alternative assessment strategies for an introductory course in dynamical systems, where the use of computer algebra and calculus is fully integrated into the learning process, so that the standard written examination would not be appropriate. Instead, students' competence was assessed by grading three large…

The possibility of approximating a function with a linear combination of exponential functions of the form e[superscript x], e[superscript 2x], ... is considered as a parallel development to the notion of Taylor polynomials which approximate a function with a linear combination of power function terms. The sinusoidal functions sin "x" and cos "x"…

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.)

In this paper, results of a questionnaire about continuity of functions are analysed. The tested students attend Novi Sad grammar school. The aim of this test was to check the student's theoretical and visual knowledge of continuous functions at the end of their high school education. The questions were given with and without the graphs of…

Computer algebra systems (such as MACSYMA and muMath) can carry out many of the operations of calculus, linear algebra, and differential equations. Use of them with sketching graphs of rational functions and with other topics is discussed. (MNS)

This article is the result of an investigation of students' conceptualizations of calculus graphing techniques after they had completed at least two semesters of calculus. The work and responses of 27 students to a series of questions that solicit information about the graphical implications of the first derivative, second derivative, continuity,…

Describes an approach to the design of learning environments around a computer algebra kernel. Presents two environments to help students learn precalculus. Provides students with symbolic, graphic, and numeric tools as well as functionalities to help them build proofs. (Author/KHR)

Presented is a method of interchanging the x-axis and y-axis for viewing the graph of the inverse function. Discussed are the inverse function and the usual proofs that are used for the function. (KR)

Discussed are the vital properties that an operator must have to be called a derivative and how derivatives work. Presented is an extension of the derivative that uses least squares to find the line of best fit. (KR)

Argues that teachers and lecturers need to identify essential skills which are technology-independent and need to determine the most effective use of new technology in the classroom. Examines prospects for change using the newer technology of graphing calculators for mathematics courses. Contains 15 references. (ASK)

A deliberate attempt is made in Business Mathematics oriented text books as well as in some reform calculus oriented text books to interpret the derivative f[prime](a) of a function y = f(x) at the value x = a as the change in the y-value of the function per "unit" of change in the x-value. This note questions the above interpretation and suggests…