GeoGebra is a free tool that has the potential to change both how and what is taught in mathematics. GeoGebra allows teachers and students to explore various mathematical ideas either through the full applet (https://www.geogebra.org/graphing) or by sharing applets via GeoGebra's Materials site (https://www.geogebra. org/materials/). It has many…

A computer program developed by a high school student approximates the value of "e" by computing partial sums of the defining series. (SD)

Discusses computer solutions for factoring problems. Includes listing for (1) a program that multiplies two user-chosen factors (X-R times X-S) and allows subsequent multiplications by more linear factors and (2) a program which computes P(X)/(AX plus B), where P(X) is a user-chosen polynomial and AX plus B is a user-chosen divisor. (JN)

Argues that technology influences mathematics education by enabling students and teachers to discover and demonstrate generalizations and properties that were unthinkable a few years ago. Focuses on one example related to a paradox involving parabolas. (DDR)

An application of functions and their inverses is described--the coding and decoding of messages, or cryptographs. The helpfulness of computers is noted, with two programs listed. (MNS)

Special ways of using computers as a useful tool in algebra instruction are reviewed, with applications to linear equations featured. (MP)

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)

An approach to finding the rational roots of polynomial equations based on computer graphing is given. It integrates graphing with the purely algebraic approach. Either computers or graphing calculators can be used. (MNS)

A proposal to replace plane geometry with computer programming in the standard high-school mathematics curriculum is presented. (MP)

Reviews for three software packages are given. These include "Equation Math," consisting of three programs for exploring graphs of the equations; "Recycling Logic," instructing students in the basics of reasoning; and "Turboplot-3D," intended for university-level mathematics, physics, engineering, and computer courses. (PK)

How to find and classify positive integral solutions to 1/a + 1/b = 1/c in beginning and advanced algebra classes is described. The computer finds the solutions, but students practice algebraic manipulation as they analyze the solutions for patterns. Extensions to challenge more capable students are included. (MNS)

Two incidents involving novice teachers with classes in grades 7 and 10 are presented. Then considered are the nature of intuitive mathematics and contributions computers can make to such intuitive mathematics, particularly in Algebra. (MNS)

The author suggests that spreadsheet computer programs can be an effective tool in the mathematics classroom. In addition to being used to solve many real-world problems, spreadsheets can be used to promote understanding of concepts and principles from geometry, algebra, and trigonometry. (PK)

Explores the concept of extraneous roots in radical equations using an alternative to traditional algebraic methods. Using calculator- or computer-based graphs, accounts for extraneous roots by examining the four possible cases of systems of equations that can produce the solution to the radical equation. (MDH)