Functional programming, in which the connection to mathematics is simple and direct, is described. A language such as Logo illustrates the relationship between functional programming and mathematics in more detail. (MNS)

Discussion of the use of computers in math instruction highlights two possibilities suggested in response to an earlier journal column: (1) a program written in BASIC for producing spirolaterals, and (2) the use of LOGO list processing to solve matrix problems for exploring geometric transformations. (LRW)

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

Presented are ideas for teaching mathematics with a microcomputer. Ideas include using Apple II Logo to help select students for activities (Wheel of Fortune) and activities to explore how the programming operates. (RH)

Microcomputer programs that help students calculate permutations and combinations are developed. Listings of five programs are included. (MNS)

Two graphics programs for students in grades six-12 are given. "Circle Through 3 Points" and "Star Polygons." Students gain familiarity with the xy-plane, the radii and centers of circles, and ellipses, while more advanced students learn about parametric equations and using random numbers to produce random shapes. (MNS)

The progression from simple interest to compound interest leads naturally and quickly to the number e, involving mathematical discovery learning through writing programs. Several programs are given, with suggestions for a teaching sequence. (MNS)

Using Logo to work through a maze is described. Suggested programs to help students learn to debug programs are also included, along with the story of the original "computer bug." (MNS)

Using Logo as a companion language to BASIC is suggested. Variations on a computer program on squares are given, with follow-up activities suggested. (MNS)

Computer activities involving counting are described along with brief computer programs. (MNS)

Exploratory study aimed to investigate elements of geometrical concepts that children learn through Logo programing. A test designed to assess three components of length and angle was administered to 84 children who had learned Logo for one year and 92 who had not. Data indicated a positive effect of Logo work on some items, but not all.…

Four methods of filling a square using programing with Logo are presented, with comments on children's solutions. Analysis of the mathematical or programing concepts underlying a few simple algorithms is the focus. (MNS)

Presents various exercises and programs to demonstrate how low-resolution graphics (for Apple microcomputers) can be utilized in the mathematics classroom. (JN)

A realistic problem is presented, computing the probability of winning a sports playoff series if the probability if winning a single game is known. Only simple permutation formulas and some basic logic are required to solve the problem. Two computer programs and a discussion of solution methods are included. (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)