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)

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)

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)

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)

The use of Logo to develop mathematical concepts is advocated. Children's comments as they work with Logo are presented. (MNS)

The computer simulation game "Curve-Fit" is described. Its overall objective is to fit curves to six different data sets by estimating the parameters of each curve. (MNS)

Use of background grids from Logo programs is involved in this activity on angles and slopes. The value of such activities is then discussed. (MNS)

Having students draw and investigate geometric shapes in a Logo environment is advocated as an excellent way to have them constructively learn geometric concepts. This document illustrates the potential of Logo for getting high school students involved in mathematical explorations by presenting a sequence of seven activities. The activities…

The project described in this article grew from the observation that many geometry students are unable to see anything in a diagram beyond a static presentation. A computerized microworld called "Motions" is described, with illustrations. (MNS)

An approach to finding the rational roots of polynomial equations based on computer graphing is given. It integrates graphing with the purely algebraic approach. Either computers or graphing calculators can be used. (MNS)

Some examples are given of geometric exploration and problem solving in which Logo is the primary tool and turtle graphics is the mathematical environment. Students can explore and develop important patterns while building visual intuition. (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)

Described are: how teachers can use the computer language Logo, along with noncomputer activities, for teaching about linear and two-dimensional patterns and about combining shapes to create more complex shapes. Three computer program listings are included. (MNS)