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)

In traditional programming courses assignments usually consist of problems that are somewhat closed in nature. That is, students are usually given a rigidly defined problem statement and are provided with a set of data that they are to use to test their program to produce a unique result. While this approach makes evaluation easy, it discourages…

This guide was developed to assist teachers in achieving goals related to the development of computer awareness in students in grades 4-6 in the Canadian province of Manitoba. An overview of the program describes a set of basic concepts, skills, and attitudes relating to computer technology, and provides information on activities that can be used…

Explores a particular method of searching for roots that lends itself well to discovery learning through writing a computer program. The teacher-student interaction is given, and two computer program listings are included. (MNS)

This guide was developed to assist teachers in achieving goals related to the development of computer awareness in junior high school students in the Canadian province of Manitoba. An overview of the program describes a set of basic concepts, skills, and attitudes relating to computer technology, and provides information on activities that can be…

A lesson using Logo was found to be effective when working with concepts of division. It emphasizes relationships between arithmetic and geometry in a novel way, and has been used with students in grades two and four. (MNS)

Much constructive computer and programable calculator activity can be stimulated by BASIC programs that are only three or four lines in length. This article illustrates several ideas with accompanying BASIC program, particularly related to the learning of algebraic concepts, that can be explored with both elementary and secondary mathematics…

This document is a collection of reports presented at a programable calculator symposium held in Seattle, Washington, in April, 1980, as part of the annual meeting of the National Council of Teachers of Mathematics (NCTM). The session was designed to review whether the programable calculator has a place in the school mathematics program, in light…

Describes a series of programs written in Logo that have been used successfully to support young children's programing efforts. These programs remove the mechanical obstacles of typing, spelling, and estimating distances; remove the demands of abstract planning and ordering instruction; and provide a set of programing procedures. (MBR)

Suggestions are given for having students write or modify computer programs for listing prime positive integers and continued fractions, to help them discover mathematical concepts. Sample programs are included. (MNS)

Describes examples of student-centered activities for exploring mathematical induction using BASIC programs or spreadsheets. Discusses the advantages of using this medium to teach the concept and provides computer programs for the activities. (MDH)

Three examples are given in which students create their own Logo software to explore the topics of number patterns and operations, fractions, and decimal parts in measurement. (MNS)

Utilizes LOGO to teach the concept of inequalities by programing the turtle to take random walks in the coordinate plane restricted to predetermined regions defined by inequalities. The students task is to discover the inequalities that define the illegal areas into which the turtle must not move. Provides examples and corresponding computer…

Offers LOGO as an environment that facilitates the development of cognitive strategies useful in problem solving. Presents LOGO activities requiring students to combine preprogramed procedures to produce worksheet patterns. Using this approach promotes using LOGO as a vehicle for problem solving and results in a more positive attitude toward LOGO.…

Discusses possible approaches to solving the problem of how many different triangles can be formed on an n x n geoboard and the different geometric concepts utilized to formulate a solution. Approaches include counting strategies, writing a computer program, and using difference equations. (MDH)