Abstract
The use of applications for mathematics like the use of slides and models can be a motivating influence for the learning process. But any use of these tools must necessarily be kept subordinate to the real objective—that of actual instruction in mathematics. This point cannot be made too forceful and what l shall have to say about the use of applications must be understood in this perspective. The teacher of high school or college mathematics makes a serious mistake whenever he tries to use an application problem that requires an hour or more of instruction in some phase of science or technology—just as he makes a mistake when he allows a full class period to be subordinated to the construction of some model.
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