Linear ciphers, substitution ciphers, public-key cryptosystems, and trapdoor knapsacks are each discussed. (MNS)

A possible method of derivation of prescriptions for solving problems, found in Babylonian cuneiform texts, is presented. It is a kind of "geometric algebra" based mainly on one figure and the manipulation of or within various areas and segments. (MNS)

Growth functions involved in mathematical models for biological development are discussed using the algebra of polynomials and matrices. (SD)

Discusses a numerical technique called the method of adjoints, turning a linear two-point boundary value problem into an initial value problem. Described are steps for using the method in linear or nonlinear systems. Applies the technique to solve a simple pendulum problem. Lists 15 references. (YP)

Algorithms are developed and presented for the addition and multiplication of positive rational numbers using only their repeating decimal representation. (MN)

The "word problem" is stated for a given collection. Facts regarding Dehn's Algorithm, definition of Thue systems, a rewriting system, lemmas and corollaries are provided. The situation is examined where the monoid presented by a finite Thue system is a group. (DC)

Use of the computer programs provided here in APL programming language can help students understand computational algorithms. (SD)

Chio's method of evaluating determinants by successive reduction of size is explained. (MN)

An efficient division algorithm is developed, using a computer program, to convert any positive fraction to its decimal representation. The computer program listing is included. (MNS)

Develops a general computer algorithm to obtain a magic square having a number of rows that is a multiple of four. Presents a BASIC program and sample runs. (YP)

The use of flow charts in the teaching of college mathematics enhances students' understanding of mathematical processes. Used appropriately in elementary and secondary schools they could also nurture understanding of algorithms. (SD)

Three teaching ideas are presented: how to present changes between scientific notation and decimal form that eliminate some student confusion; an analysis of an incorrect algebra equation that produced a correct answer; and aspects of a standard calculus problem dealing with minimum and maximum values. (MP)

A method for teaching students to solve complex algebraic equations is described. The method, which relies on sequentially reducing the complexity of the problem has been successfully used with secondary students and in remedial college courses. (SD)