learn more about the Fibonacci numbers. Perhaps more importantly, it creates in the students a genuine excitement about making mathematical connections. As an alternative to what is perhaps a traditional introduction to the Fibonacci numbers based on their "surprise" applications in nature—breeding rabbits, patterns in pinecones and pineapples, etc. (cf. [9], [12], [19]), my presentation enables students to experience this kind of "surprise" in connecting mathematical areas. The classroom experience begins with discussion of problems inspired by Pythagorean triples incorporating assignments and activities generating Pythagorean triples; then follows with an examination of connections between the products of Fibonacci and Pythagoras and an investigation of the historical and present-day significance of the Fibonacci numbers. This approach conforms to the goals expressed by Alvin White (1985) in his article "Beyond Behavioral Objectives": . . . our guidelines and teaching objectives should not have as their major target or focus the mastery of facts and techniques. Rather the facts and techniques should be the skeletal framework which supports our objective of imbuing our students with the spirit of mathematics and a sense of excitement about the historical development and the creative process. (3, p. 850)