Describes examples of student-centered activities for exploring mathematical induction using BASIC programs or spreadsheets. Discusses the advantages of using this medium to teach the concept and provides computer programs for the activities. (MDH)

The Triple Representation Model of problem solving is presented. The use of microcomputers in this problem-solving environment is discussed, and examples are provided. The integration of this method into the mathematics curriculum is described. (CW)

Reviews less common research conclusions published after 1986 on the use of computers in mathematics education. Presents six conclusions that teachers should accept with caution. Conclusions refer to cooperative learning, sex bias, disadvantaged students, problem-solving skills, and remedial mathematics students. (MDH)

Reports on a study designed to analyze six primary science education journals published in 1985 and compares the results with some baseline data collected in 1970. Results indicated that the amount of material being published per year during that period increased, with additional emphasis on methods of teaching. (TW)

Proposes an alternative means of approximating the value of complex integrals, the Monte Carlo procedure. Incorporating a discrete approach and probability, an approximation is obtained from the ratio of computer-generated points falling under the curve to the number of points generated in a predetermined rectangle. (MDH)

Discusses the claims that experiences in computer programming enhance performance on conditional reasoning tasks. Describes three experimental studies designed to address that hypothesis using three different populations of students. Results of all three studies indicate nonsignificant treatment effects. (TW)

Described is an activity that incorporates a computer, geometry, algebra, trigonometry, and calculus to answer questions about the planet Mars. A possible crescent of Mars is compared to those of Venus and Mercury. (KR)

Discusses the importance of the use of models in modern science. Suggests that models can make a significant contribution to the teaching of science and mathematics. Explains that representative models, analogue models, logical models, and theoretical models are most commonly used models in science and mathematics. (TW)

Promotes the use of computers in teaching not only to solve problems but also to help students be better at analyzing problems and developing procedures for their solution. Outlines several problems where a computer-assisted analysis can help give students a thorough understanding of the topic. (TW)

Includes a list of favorably reviewed microcomputer software designed to be used in instructing students in kindergarten through grade 12. Developed as an aid to educators in previewing software, the list provides the name, type, cost, publisher, and grade level for instructional software in science and mathematics. (TW)

Documents and evaluates effects of inservice teacher education on rural-school teachers' behaviors and beliefs about microcomputers in science teaching. Describes the ENLIST Micros training program and the beliefs, behavior, and evaluation instruments utilized. Results indicated significant changes in teachers' beliefs toward and use of…