An outline of some programing techniques that might be included in school work for pupils up to 16 years of age is given, and sample programs are provided. (DT)

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

This is a continuing column of the magazine; concern in this issue is on work that might be undertaken in a simple computer appreciation course for pupils aged 15-16. Answers to why to teach computer appreciation and how staffs may be helped are given, including 14 topics that the course would cover. (DT)

Experience with data processing must be included in courses dealing with computer science. A series of examples of data processing problems suitable for classroom use is presented. (SD)

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)

An approach to teaching children aged 12 through 14 a substantial course about computers is described. Topics covered include simple algorithms, information and communication, man-machine communication, the concept of a system, the definition of a system, and the use of files. (SD)

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)

This article examines the difference made in computing when one school switched from a terminal with a telephone link to a computer, to a complete microprocessor system. (MK)

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)