Details are given of a university course that utilizes computer programing to help students explore aspects of number theory. The course is thought to provide acceleration of the discovery process to the point where pupils can study a full range of topics. (MP)

Presented are two computer programs which can be used to minimize the effort and time necessary to graph several individual functions. (TG)

Describes how to measure animals pace, stride, and step angle in degrees. Presents cases of measurements for dinosaur trackways. (YP)

The discussions of the theme group on Technology and Cognitive Development at the Fifth International Congress on Mathematical Education are summarized. How computers can be used to engage students actively, to promote problem-solving skills, and to achieve better understanding is discussed. (MNS)

Provides two examples of the "regular falsi" method using geometry and a computer program. (YP)

Described are several programs that enable the user to evaluate derivatives to order n of any elementary function by using the combination of automatic differentiation method and A Programming Language (APL). Programs calculating first- and higher-order derivatives are presented. Selected APL symbols are appended. (YP)

Presents an example of a proof to the mathematical problem of the sum of the cubes of the digits. Provides a Pascal program to search for these results. (MVL)

Discusses the calculation of pi by means of experimental methods. Polygon circle ratios, Archimedes' method, Buffon's needles, a Monte Carlo method, and prime number approaches are used. Presents three BASIC programs for the calculations. (YP)

Explores the parallel axes representation (PAR) of linear functions. Illustrates the influences of slope and intercept values on the representation. Appended are five exercises for making the PAR programs using BASIC language. (YP)

Uses muMATH to illustrate the step-by-step process in translating mathematical theory into the symbolic manipulation setting. Shows an application of a Picard iteration which uses a computer to generate a sequence of functions which converge to a solution. (MVL)

This document describes how to teach a computer to add numbers using the LOGO programing language. The programing project is described in the way a student might develop it. The model of developing the program uses humans as an anthropomorphic model for the computer, and the computer as a model for people. The document has an unorthodox style, as…

Describes how Logo has been used to introduce primary children to mathematical concepts often considered to be too difficult for them. Outlines how Logo has been used to introduce the estimation of distance, the estimation of angles, symmetry, rules of precedence, the concepts of random, and the use of variables. (TW)

A FORTRAN program is provided for use with computer projects for a course in number theory. Uses diminishing functions and the speed of the computer to quickly determine possible solutions to problems. (MVL)

Discusses several ways in which the Logo programming language can be used to experiment with and learn about matrices. Describes procedures for developing a Logo tool to establish a matrix representation, as well as others for adding, subtracting, and transposing. (TW)