In this article, the authors share activities designed to help students make a connection between the complex roots of X[superscript 2] - 2x + 5 = 0 and the graph of y = X[superscript 2] - 2x + 5. We piloted these activities in three precalculus classes. The activities involved both concrete and technological representations of the mathematical…

This is a guide to using Maple in teaching fundamental calculus of one, two and three variables (limits, derivatives, integrals, etc.), also suitable for Maple beginners. It outlines one of the ways to effective use of computers in the teaching process. It scans advantages and disadvantages of using Maple in relation to students and teacher. The…

Some educators may view diagrams, pictures, and charts as nice add-on tools for students who are visual thinkers. But Steve Moline sees visual literacy as fundamental to learning and to what it means to be human. In Moline's view, we are all bilingual. Our second language, which we do not speak but which we read and write every day, is visual.…

Since the dawn of civilization, pictorial representations and symbols have been used to communicate simple statistics. Efficient and effective, they are still used today in the form of pictures and graphs to record and present data. Who can tie their shoes? How many calories are in your favorite food? Make data and graphs relevant and interesting…

Experiences in collecting and handling data are described. Activities dealing with measures of central tendency (including a computer program), measures of dispersion, an introduction to correlation, and use of graphs to display data are illustrated. (MNS)

Use of Logo to teach statistical ideas is proposed for students in grades 5-10. Procedures and diagrams are suggested, with program listings for four models for graphs. (MNS)

Given is an example of the solution of maximum-minimum problems by replacing differentiation techniques with microcomputers and simple BASIC programs. (MNS)

Three activities with Knuth functions are discussed and illustrated, with sample computer programs listed. (MNS)

Presents a graphing activity to show transverse and longitudinal waves using spreadsheets. (Author/NB)

Discusses the use of a dynamic geometry software package to improve teaching of graph theory in basic graph sketching and in isomorphic, bipartite, and planar graphs. (JRH)

The graphing of intricate curves and the fundamental theorem of algebra lead to a third discovery with microcomputers: Lagrange polynomials. Teaching suggestions for helping students to explore continuous change, interpolation, roots, and shifting and symmetry are presented, with a computer program listing. (MNS)

Presented is an interactive Applesoft BASIC program that graphically demonstrates the central limit theorem. It can be used as the basis of a lab to illustrate the main conclusions of the theorem. (MNS)

A function-graphing program is given, plus a series of experiments that students can carry out using the program. (MNS)

Four activities are outlined that give students the opportunity to organize and display data. Selecting topics and various ways of displaying data with a microcomputer are discussed. (MNS)

Two different numerical methods, the bisection method and simple iteration, are discussed and illustrated by approximating the real solution of an equation, with programs for the two methods included. Alternative methods are also indicated. (MNS)