A hungry worm is looking for something to eat according to very specific rules, and the path he takes is a graph. The problem is detailed in Applesoft BASIC using low resolution graphics for worms that turn 90 degrees and high resolution for worms that can turn 45 degrees. (MP)

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)

The production and application of images based on fractal geometry are described. Discussed are fractal language groups, fractal image coding, and fractal dialects. Implications for these applications of geometry to mathematics education are suggested. (CW)

Computer graphing makes it easier for students and teachers to create and manipulate graphs. Scale issues are nearly unavoidable in the computer context. In interviews and protocol analysis with six students from grade 8, and 12 students from grades 11 and 12, it became apparent that some aspects of scale are clearly understood very early while…

Illustrates how muMATH can be used for manipulating abstract differentiation rules, optimization, implicit differentiation, related rules, and verifying the chain rule. (MVL)

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)

Discusses the use of function graphers for teaching some mathematical concepts, including roots of a function; system of equations; inequality; relative extreme of function; trigonometric identities; limit of function; and convergent/divergent of sequence. (YP)

Describes methods and software for graphing representation of a complex function of a complex variable. Includes an application of a graphical interpretation of the complex zeros of the cubic and their properties. (PK)

Presents an example using a computer to illustrate concepts graphically in an introductory course on differential equations. Discusses the algorithms of the computer program displaying the solutions to an equation and the inclination field of the equation. (YP)

Discusses the use of computers in calculus classes. Describes activities in four laboratories providing with the problems of the laboratories. (YP)

Presented are some current facts about symbol manipulators and their relation to high school mathematics. The development of computer algebra systems is discussed. Five areas of computer algebra needing investigation (skill proficiency, understanding, curriculum content, student homework, and equity) are identified. (MVL)

Discusses the use of the symbolic manipulator which helps students solve equations one step at a time. Recommends features to look for in algebra tools. Compares 14 programs on general, graphic, numeric, and symbolic manipulation and provides short reviews of each. (MVL)

Presented is an educational game called "The Chaos Game" which produces complicated fractal images. Two basic computer programs are included. The production of fractal images by the Sierpinski gasket and the Chaos Game programs is discussed. (CW)

Discusses dimensionality in Euclidean geometry. Presents methods to produce fractals using LOGO. Uses the idea of self-similarity. Included are program listings and suggested extension activities. (MVL)