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

A method is described for finding those numbers which are both triangular and square (named trisqy numbers). A program for a programmable calculator is given, as well as a proof. (MNS)

A variety of activities and information about computers and programing are included. (MNS)

Examples are given of how calculator-sized pocket computers, which can receive, store, and execute BASIC programs, can be used in mathematics classrooms. (MNS)

A programing contest was designed to promote interest in mathematical randomness. Student-developed programs making clever uses of random numbers are presented. Modifications users might make are suggested. (MNS)

Explorations of Pascal's triangle through computer programming are described. Programming offers different methods and techniques that enrich the topic. (MNS)

The authors develop the idea of Niven numbers and discuss their potential usefulness in the classroom. A computer program to generate Niven numbers is provided. (MK)

Programs are listed for integer powers and fractional powers, with discussion of how to use them in instruction. (MNS)

Exponential growth provides an interesting setting for exploration. A sequence of activities and questions which will help students become better acquainted with large numbers and scientific notation, as well as computer notions, is given. (MNS)

This article considers the sum of a finite geometric series as applied to numeric data storage in the memory of an electronic digital computer. The presentation is viewed as relevant to programing in several languages and removes some of the mystique associated with syntax constraints that any language imposes. (MP)

Problems are presented that can be solved with a microcomputer which explore the binary, decimal, and hexadecimal number systems and related problems. (Author/TG)

The first aim in school might be to help children become more aware of the algorithmic processes they use; then, ensure that they can devise algorithms and define them. Many examples of how these aims can be met are given, including the use of calculators and computers. (MNS)

Programs (using Logo) developed by children to produce multiples, the Fibonacci series, and square numbers are presented, with graphical representations of functions introduced. Another investigation involves drawing a circle using turtle graphics. (MNS)

In one school, algorithmic development has been infused in the mathematics curriculum. An example of what occurs in mathematics classes since the teachers began using the computer is given, with two students' conjectures included as well as the algebraic justification. (MNS)

How the computer can become an integral part of mathematics learning at the junior high school level is discussed in terms of mathematics processes. The rationale for activities involving programmed processes and examples of them are given. (MNS)