Abstract. Teaching mathematics as a service subject makes demands upon the teacher which are, in some ways, different from teaching mathematics as a main subject and, in others, similar but with an altered emphasis or level. This paper first discusses the general aims of a degree course and then identifies some ways in which traditional mathematics teaching fails to meet these aims. Three innovations in mathematics teaching, guided reading, simulation/case studies and the continuous system simulation laboratory, are then briefly described and the ways in which they contribute to the achievement of the overall aims of a degree course suggested. The strengths and drawbacks of each innovation are mentioned.

INTRODUCTION

If we are to discuss the teaching of mathematics as a service subject in tertiary education institutions it is appropriate first of all to be clear what are the overall objectives of degree and diploma courses in such institutions. It is the author's feeling that a broad summary of the objectives for a course in X might be given as

1. i) to teach students a certain body of facts, techniques and principles important in X,

2. ii) to teach students how to acquire further knowledge and technique in X as and when the need arises subsequent to their formal studies and

3. iii) to teach students how to use their knowledge of X in the solution of problems that arise in the real world.