With the evolving technologies available to educators and the increased importance of including technologies in the classroom, it is critical for instructors to understand how to successfully utilize these emerging technologies within their curriculum. To ensure they are prepared, further study on the best practices and challenges of…

Some ways computers are used in classrooms today and their potential as a tool to enhance instruction are explored. Considered are graphics, lesson planning, test preparation, drill and practice, remedial work, demonstrations, simulations, and introduction to programming. (MNS)

Ideas for computer use are presented. A challenge problem, sources of information, and interesting facts are included. (MNS)

Computer algebra systems are described. Features of such systems and information on MACSYMA, Maple, muMath, REDUCE, and SMP are given. (MNS)

Changes in the elementary school mathematics curriculum and instruction due to technological advances with calculators and computers are hypothesized. It is suggested that the secondary school curriculum will catch up in another decade. (MNS)

Information on grants for computers, several recommended books, two Logo programs, and some quotations are included. (MNS)

Two transcripts of children exploring and solving problems presented by computer programs are given. The transcripts show the insight that occured. (MNS)

The learning potential of Logo programing language is discussed. Observations of students in kindergarten and first grade interacting with a sequence of Logo activities led to the development of nine benchmarks. (MNS)

This paper is addressed to those who are concerned with the development of the school curriculum as a whole and to those who have a particular interest in mathematics. The aim is to promote discussion between these two overlapping groups, so that the growing use of computers in mathematics can be coordinated with developments in other areas of the…

A motivational classroom activity involving mazes, with explorations in the Logo programing language, is described. Use of the Big Trak toy to teach programing is also described. (MNS)

Discusses computer solutions for factoring problems. Includes listing for (1) a program that multiplies two user-chosen factors (X-R times X-S) and allows subsequent multiplications by more linear factors and (2) a program which computes P(X)/(AX plus B), where P(X) is a user-chosen polynomial and AX plus B is a user-chosen divisor. (JN)

A program is given which offers students a chance to practice mental computation and judge the effects of various rules for formating output. (MNS)

Work with microcomputers should be included in the preservice teacher education program. Broadening students' horizons by making them aware of the scope and diversity of worthwhile uses of computers, questions to help them become discriminating, and modeling positive attitudes are each discussed. (MNS)

The kind of learning experience provided by the LOGO programing language, its efficiency as a learning tool within the school curriculum, and the role of the teacher in the LOGO environment are each discussed. (MNS)

Computer-enhanced simulation of models permits students to become subjectively involved in interaction with the computer. A method for developing a computer simulation is described, and three examples of computer simulations are given. (JN)