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

Writing short computer programs can help students to develop an understanding of random processes in probability. Three sample programs are included. (MNS)

The Living-Learning-Laboratory for Young Children at Ball State University is described. For preschoolers, the L-L-L provides a variety of learning experiences, including the use of a computer for mathematics and other topics. Reactions and some research findings are reported. (MNS)

Experiences and suggestions from a teacher using computers in a grade five-six classroom are given. (MNS)

Having students gather their own statistics is promoted. The BEADS program provides an alternative; it simulated sampling from a binomial distribution. Illustrations from the program are included. (MNS)

Work with microcomputers should be included in the preservice teacher education program. Broadening students' horizons by making them aware of the scope and diversity of worthwhile uses of computers, questions to help them become discriminating, and modeling positive attitudes are each discussed. (MNS)

Two computer programs are given to provide simulations, for any value of n, to keep count of the frequency of the first significant digit. (MNS)

Having students try to generate their own random numbers can lead to much discovery learning as one tries to create 'patternlessness' from formulas. Developing an equidistribution test and runs test, plus other ideas for generating random numbers, is discussed, with computer programs given. (MNS)

How a group of seventh-grade students was involved in helping elementary school students learn to use a microcomputer is described. Objectives were identified, a schedule set up, and problems considered. (MNS)

A computer program is presented which simulates the classical probability machine, using Applesoft II high-resolution graphics. Many variables are left to the user's choosing. Suggestions for using the machine, understanding the problem, the mathematical model, and further program documentation are given. (MNS)

Implementation of the computer program in Eula, Texas, was divided into three stages: (1) focusing on computer literacy; (2) using the computer as a support tool; (3) and using computer assisted instruction to enhance basic skill learning. Results of use of the computer for learning mathematics are presented. (MNS)

An activity is described in which students write programs for each other using the Logo programing language. A program developed by two fifth graders is discussed. (MNS)

Described is a software program with two components. One is muMATH, a package of functions that can perform a wide variety of symbolic manipulations. It is surrounded by, and written in, the accompanying language, muSIMP. A problem is described with a muMATH solution; another example uses the muSIMP language. (MNS)

The case for some elementary programing as part of mathematics instruction is presented. Ways in which microcomputers can be used in the mathematics classroom are described, with specific illustrations. (MNS)

An enrichment program emphasizing activities with calculators and computers for mathematically advanced children is discussed. How the program was implemented in grades three - six and in grades one - two is described in some detail. A schedule of activities and a list of resources is also given. (MNS)