The purpose of this study was to determine if different teaching approaches produced differences in learning the limit and the derivative concepts in beginning calculus as measured by a common criterion test. An ordered combination of two teaching approaches--the concrete inductive and the abstract deductive--was used for the two sequential topics…

With reference to a self-paced calculus course, the following aspects are reviewed: the structure and the mechanisms, the grading and credit arrangements, the essentials of proper record keeping, the restrictions and prerequisites for enrollment, the cost and the effectiveness, and the potential for application to other mathematics courses. (JJK)