Discusses a way to help children retain the desire to understand mathematical ideas and to carry out routine procedures. Describes a method using computers to teach linear equations and calculus. Eight references are listed. (YP)

Discussed are solutions to the problem "What is the expected number of rolls for the total first to exceed 6?" Several algebraic solutions are presented. A computer program which may be used to simulate this problem is included. (CW)

Explores the parallel axes representation (PAR) of linear functions. Illustrates the influences of slope and intercept values on the representation. Appended are five exercises for making the PAR programs using BASIC language. (YP)

Described is a method of recording student completion of National Curriculum Mathematics competencies. A computer program was developed to simplify the teachers task and shorten the time required to record results, thus freeing teachers time for working with children. (MDH)

Presents several examples of the iteration method using computer spreadsheets. Examples included are simple iterative sequences and the solution of equations using the Newton-Raphson formula, linear interpolation, and interval bisection. (YP)

Describes a project designed to explore possible ways to exploit the use of home-owned computers. Project efforts produced a collection of 72 worksheets containing a short program that students use interactively to complete the worksheet at home. A trial period describes the method of use, response of the students, and the response of the…

One of the areas in which the microcomputer excels is that of the very rapid addition of a sequence of numbers. Many problems in mathematics can be reduced to such an addition. Examples of problems and computer programs are included. (PK)

The quadratic function can be modeled in real life by a suspension bridge that supports a uniform weight. This activity uses concrete models and computer generated graphs to discover the mathematical model of the shape of the main cable of a suspension bridge. (MDH)

Discussed are reasons why games should be included in the mathematics curriculum at all levels. Presented are arguments for this position and ways of enhancing the use of games in the learning of mathematics. Included are a definition of a mathematical game and types of mathematical games. (KR)

Described are some classroom experiences teaching the concept of symmetry by having students create frieze patterns using the computer software "mosaic." Examples produced by 14-year-old students are presented, and student thinking in developing the friezes is discussed. (MDH)

Described is the use of a commercial computer software package, "Dust," to enhance mathematical learning in the classroom. Samples of mathematics problems presented in this game which is a simulation of an adventure in outer space are presented. (CW)

Examines the historical development of logarithm tables. Suggests that students should write computer programs to calculate logarithms. (PK)

Argues that Turtle Geometry has a great deal to offer mathematics teaching and learning. Suggests that it helps develop general problem-solving strategies and encourages new approaches to teaching and learning. (PK)