Characteristics of computer arithmetic that may cause programing problems are considered. How numbers are stored in a computer, round-off error, overflow, and double-precision arithmetic are among the topics considered. (FL)

Discusses the use of the recursive method to permutations of n objects and a problem making c cents in change using pennies and nickels when order is important. Presents a LOGO program for the examples. (YP)

Computer Literacy Objectives developed by the Minnesota Educational Computing Consortium (MECC) computer literacy study are given. The objectives are grouped under the six headings: Hardware; Programing and Algorithms; Software and Data Processing; Applications; Impact; and Attitudes, Values, and Motivation. (MK)

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)

Discusses a structured approach to teaching computer programing in secondary schools. The approach can be used in an introductory computer programing (literacy) course or as a method to teach computer programing in traditional mathematics courses. Two sample lesson summaries (related to temperature conversions) are included. (JN)

A problem from a course called "Introduction to Gambling" is described. A flowchart and a computer program are included. (MNS)

Some examples are given of geometric exploration and problem solving in which Logo is the primary tool and turtle graphics is the mathematical environment. Students can explore and develop important patterns while building visual intuition. (MNS)

Presents an activity, suitable for students in grades 6-12, on generating random numbers. Objectives, equipment needed, list of prerequisite experiences, instructional strategies, and ready-to-copy student worksheets are included. (JN)

How the computer can become an integral part of mathematics learning at the junior high school level is discussed in terms of mathematics processes. The rationale for activities involving programmed processes and examples of them are given. (MNS)

Suggestions are given for having students write or modify computer programs for listing prime positive integers and continued fractions, to help them discover mathematical concepts. Sample programs are included. (MNS)

A six-lesson unit on computing the palindromic sum of any given two-digit number is outlined. To write a brief, efficient computer program, students need to use several computer functions not typically applied in beginning programs. (MNS)