Two transcripts of children exploring and solving problems presented by computer programs are given. The transcripts show the insight that occured. (MNS)

This committee report presents survey results on the extent of the use of computers in British secondary schools, attitudes toward their use, and ways they are used. Future directions are discussed. (MNS)

Reasons other than utility are needed to justify the place of algebra in the mathematics curriculum for all children. The possibility of considering generalized arithmetic and computer algebra are each discussed. (MNS)

Illustrates how a simple computer program on transformational geometry can be used. The three examples consider use when the program is unknown, the program listing is known, and the existing program is to be modified. (MNS)

A module built around programing the computer is described. It recognizes the need of many children to have algebra introduced in a practical way and to give some concrete meaning to it. (MNS)

An intuitive approach to exponential functions is described. Microcomputers are used to aid discovery of derivatives. (MNS)

The use of Logo to develop mathematical concepts is advocated. Children's comments as they work with Logo are presented. (MNS)

A first computer lesson in algebra is described, with illustrations of programing by students. Standard algebraic notation with BASIC are discussed, and further activities described. The purpose is to use the computer so that it develops a rational understanding of the mathematical concepts involved. (MNS)

Use of background grids from Logo programs is involved in this activity on angles and slopes. The value of such activities is then discussed. (MNS)

A programing approach is described, using numerical methods to draw implicit functions, without solving the relationships explicitly. Several examples are discussed, with programs and printouts included. (MNS)

The first aim in school might be to help children become more aware of the algorithmic processes they use; then, ensure that they can devise algorithms and define them. Many examples of how these aims can be met are given, including the use of calculators and computers. (MNS)

The case for some elementary programing as part of mathematics instruction is presented. Ways in which microcomputers can be used in the mathematics classroom are described, with specific illustrations. (MNS)

Argues that the effective use of calculators is important for employees in many areas. Suggests ways that schools might incorporate calculators into mathematics instruction. (PK)

Describes a project in which 11- to 13-year-old children used their LOGO programing experience to assist them in investigating a mathematical topic. Students initially drew frieze patterns on graph paper and then wrote LOGO program. Implications of the project for mathematics instruction are noted. (JN)

The author argues the necessity of ensuring that mathematics is perceived by children as being useful. An example is provided which is intended to give children experiences which might help them develop a rationale for learning. It involves an item of computer software which simulates car racing. (PK)