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

Outlines four dual art and computer-art lessons, presenting lesson objectives, activities, and suggested instructional strategies. The lessons focus on the usefulness of shared images, how moving an object affects its shape, creating the illusion of depth on a two-dimensional surface, and the relationship of parts to the whole. (JN)

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)

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)

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)

Four stages of problem solving are believed to occur in programing. Spirolaterals are discussed as specific examples of programing activity that have mathematical and programing interest. The BASIC programing language is used on the Apple II computer to provide examples of possible solutions to the problems posed. (MP)

Examples are given of computer activities in analytic geometry. (MK)

Suggests the use of computers for the administrative tasks of departments and individual faculty members. Outlines the advantages of integrated software computer use. Details the strengths and weaknesses of specific computer programs. Provides examples of the application of computers to particular tasks. (RW)

The use of the computer language Logo offers an excellent opportunity to use technology to help develop problem-solving skills and other mathematical concepts. Examples of explorations are presented. (MNS)

Reasons other than utility are needed to justify the place of algebra in the mathematics curriculum for all children. The possibility of considering generalized arithmetic and computer algebra are each discussed. (MNS)

Discusses programming projects in applied technology courses, examining documentation, formal reports, and implementation. Includes recommendations based on experience with a sophomore machine elements course which provided computers for problem solving exercises. (DH)

The implementation of a computer education program in a Hawaiian school is described. The use of the LOGO programing language is central to the program, and teachers' comments on student behaviors and reactions are included. (MNS)

A method is described for determining the reading level of materials using a computerized test. (MK)

Discusses the use of the recursive method to permutations of n objects and a problem making c cents in change using pennies and nickels when order is important. Presents a LOGO program for the examples. (YP)

A module built around programing the computer is described. It recognizes the need of many children to have algebra introduced in a practical way and to give some concrete meaning to it. (MNS)