Discussion in College Math.

tionale often given for the replacement of the conven tional mode is that it fails to permit as much active par ticipation by students as do some alternative modes, and thus that students are largely passive observers in the conventional classroom. We believe that this is often true, especially in mathematics courses, where lecture is often given undue emphasis and a discussion compo nent is too seldom integrated sufficiently into the fabric of a course. We consider this situation to be both undesirable and unnecessary. In the body of this paper, we will present a number of ideas for achieving a better balance of these two components. Even if one disagrees with studies that allege the superiority of certain alternative modes over lecture discussion, one must admit that some educational goals