Demonstrates that an elementary understanding of computer programing and the development and illustration of the structure of computer program analysis will be valuable assets in the understanding and teaching of mathematics and may be used as modeling devices to simulate the stages of learning. (Author)

Addresses the distinction between conceptual and algorithmic learning and the clarification of what is meant by a second-tier student. Explores why novice learners in chemistry and physics are able to apply algorithms without significant conceptual understanding. (DDR)

Considers possibility of developing a computer tutor around an explicit concept-learning theory derived from machine learning techniques. Some problems with using the focusing (and similar) algorithms in this role are discussed and possible solutions are developed. Design for a guided discovery learning system for tutoring concepts is proposed.…

The question is raised: What comes first: rules of calculation or the meaning of concepts? The pressures on the teacher to teach and simplify knowledge to algorithms are discussed. The relation between conceptual and procedural knowledge in school mathematics and consequences for the teacher's professional knowledge are considered. (DC)

Provides the transcript of an interview with Dr. Lev Landa that addressed issues related to his algorithmico-heuristic theories of learning and instruction, called Landamatics. Highlights include teaching thinking versus knowledge; algorithms; instructional design; improving training and performance in industry, business, and government;…