Provides examples of nested subroutines, focusing on the Gaussian quadrature function and test program (program listings included). Nested subroutines, features of the Gaussian quadrature, and when not to use it are considered. (JN)

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)

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)

Presents three activities in which students learn about and construct star polygons using the LOGO programing lanaguage. A list of suggested extension activities is included. (JN)

Measured girls' (N=43) attitudes toward mathematics and general ability before and after a Logo learning experience. Results suggest that the Logo experience had a positive effect on general ability and on expressed interest in learning about mathematics. (JN)

Notes muMATH is a powerful computer algebra systems assistant for performing symbol manipulation in algebra and calculus. Provides several examples and program listings for calculus tutoring, differentiation drill problems, and integration drill problems. (MVL)

Examines the use of the computer to approximate the value of the definite integral normally calculated by mathematical means. Presents four examples using BASIC programs to approximate single and double integrals by numerical integration and the Monte Carlo method. Programs are provided. (MDH)

After discussing the role of supercalculators within the business calculus curriculum, several examples are presented which allow the reader to examine the capabilities and codes of calculators specific to different major manufacturers. The topics examined include annuities, Newton's method, fixed point iteration, graphing, solvers, and…

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)

Discusses a short computer program used in teaching the random (RND) function in the BASIC programming language. Focuses on the mathematical concepts involved in the program related to elementary probability. (JN)

Suggests computer graphing as a topic for computer programing. Reviews Apple II computer graphics information and gives suggestions for writing the programs. Presents equations to help place information onto the screen with proper coordinates. (MVL)

This is the first of a two-part series on the general concept of vector space. Provides tool procedures to allow investigation of vector properties, vector addition and subtraction, and X and Y components. Lists several sources of additional vector ideas. (JM)

Illustrates the exploration of random and chance events with a microcomputer. Demonstrates this principle using turtle graphics, coin flips, and die rolls in a student exercise involving distance and direction on a number line. Includes the necessary LOGO programming statements to use this method. (CW)

Reports on a study designed to further investigate whether structured Logo learning experiences would have a positive influence on student understanding of selected basic geometry concepts. Results indicated more than just one year of Logo instruction would be needed to improve students understanding of simple angle and distance concepts. (TW)

States the objectives and implementation procedures for this teacher-directed or individualized learning discovery unit. Describes the value of the program and additional activities that can be included. Shows a copy of the program. (RT)