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)

Advantages and disadvantages of common ways to justify the answer to a probability problem are discussed. One explanation appears superior to the others because it is easy to understand, mathematically rigorous, generalizes to a broader class of problems, and avoids the deficiencies of the other explanations. (MNS)

Information on grants for computers, several recommended books, two Logo programs, and some quotations 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)

The curved intersections of conics with planes are described. Two computer programs are given to enable students to simulate the "explosion" of ellipses into parabolas and then into hyperbolas. (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)

Newton's method for finding roots of equations is described. How to find complex roots using the BASIC computer language is then presented, with the computer program included. (MNS)

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

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)

How 125 seventh graders had three days of hands-on computer experience is described in some detail. Computer programs are included. (MNS)

Illustrates how a simple computer program on transformational geometry can be used. The three examples consider use when the program is unknown, the program listing is known, and the existing program is to be modified. (MNS)