Discusses the distinction between drawing and constructing in dynamic geometry environments. (MKR)

Discusses the differences between mathematical constructions and drawing, offers tips for emphasizing construction, and discusses appropriate constraints of constructions. (MKR)

Provides computer programs (for Apple microcomputers) for drawing (in high resolution graphics) a three-leaved rose, concentric circles, circumscribed and inscribed astroids. Sample output and discussions of the mathematics involved in the programs are included. (JN)

A computer program is presented which simulates the classical probability machine, using Applesoft II high-resolution graphics. Many variables are left to the user's choosing. Suggestions for using the machine, understanding the problem, the mathematical model, and further program documentation are given. (MNS)

Reviewed are 13 computer software packages including "Algebra I Second Semester"; "The Algebraic Proposer"; "SVE AutoGraph"; "Geometry: Concepts and Proofs"; "Geometry 1&2"; "Graphics Calculator"; "Interactive Physics"; "Learning Data Analysis with Data Desk";…

Provides a lesson that focuses on three-dimensional graphing, contours, and topographical maps using computer spreadsheets. (ASK)

Argues that students should have dynamic perceptual experience with the concepts central to circular functions. Includes a computer program, designed for Apple II, to provide such experience. (PK)

Discusses the use of computer graphics to introduce the concepts of derivative and tangent line using the iteration of functions, especially linear functions. (MKR)

Reviews for three software packages are given. These include "Equation Math," consisting of three programs for exploring graphs of the equations; "Recycling Logic," instructing students in the basics of reasoning; and "Turboplot-3D," intended for university-level mathematics, physics, engineering, and computer courses. (PK)

Argues that before topics are added to or deleted from the traditional mathematics curriculum, it should be determined how technology can be used to teach that content. (PK)

Illustrated is the use of computer- or calculator-based graphing to deepen students' understanding about solutions to inequalities. Two examples which use a zoom-in procedure are provided. (YP)

An algebra class activity of creating computer graphics by connecting a series of ordered number pairs with subsequent investigations involving the transformations of the functional relationship between the elements of those ordered pairs is presented. (JJK)

In polar coordinates, the intersection of the graphs of two functions, f(x) and g(x), does not always correspond to the solutions of the equation f(x) = g(x). Presented are examples to illustrate this concept, proofs demonstrating why this is true, and a computer program to simultaneously plot polar coordinate graphs. (MDH)

Describes pseudoprimitives, a set of special procedures which allow traditional geometric topics to be used within the context of LOGO. Explains how these procedures can be extended and used in junior and senior high school geometry. (PK)

Demonstrates the use of graphing technology to help students develop and interpret three models of jury behavior and explore the potential effect of such actions as changing jury size. MathCAD, an electronic notebook was used. (Contains 10 references.) (MKR)