Ideas for computer use are presented. A challenge problem, sources of information, and interesting facts are included. (MNS)

Presented are ideas for teaching mathematics with a microcomputer. Ideas include using Apple II Logo to help select students for activities (Wheel of Fortune) and activities to explore how the programming operates. (RH)

Using Logo to work through a maze is described. Suggested programs to help students learn to debug programs are also included, along with the story of the original "computer bug." (MNS)

Using Logo as a companion language to BASIC is suggested. Variations on a computer program on squares are given, with follow-up activities suggested. (MNS)

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

Following a brief introduction to the LOGO programing language, describes its use in a sixth-grade classroom. The situations described illustrate students' growth while the choice of the situations illustrates teachers' growth. (JN)

A motivational classroom activity involving mazes, with explorations in the Logo programing language, is described. Use of the Big Trak toy to teach programing is also described. (MNS)

Provides tips to help primary-aged students with computer keyboarding skills (suggesting the use of color codes and listing currently available software). Also describes (and lists) a program which helps test students' understanding of IF-THEN statements and illustrates some hazards of "spaghetti programming" (debugging). (JN)

A variety of activities and information about computers and programing are included. (MNS)

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)

Presents: (1) a computer program which will change a fraction into a decimal; (2) a program in which students supply missing lines to create the output given; and (3) suggestions for adding computer awareness to classrooms, including use of used punch cards and old computer-generated printouts. (JN)

The view promoted is all children should have the opportunity to write and run computer programs, and instruction can begin in the first grade. Teaching mathematics is seen as involving 50 percent theory and 50 percent computing and computers can be involved with both aspects. (MP)

An approach to help teachers understand the elementary constructs of the BASIC programing language and to begin writing simple programs is described. Short programs that illustrate educationally sound uses of computers in the classroom are used. A lesson scenario is given, with 10 program listings. (MNS)

Blending the motivational force of an electronic toy with primary grade mathematics instruction is described. Illustrative activities for programing the toy for both number and geometry journeys are given and instructional implications explored. (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)