Design and computer graphics curricula for tertiary education include 3-D modeling skills. Students must learn to represent (complex) 3-D objects by means of parametric surfaces or polygonal meshes. Three-dimensional modeling may be a complex task, and students must be able to accrue a certain deal of experience in the field before passing the…

Through the use of graphic computer simulation, this paper analyzes the combinatorial and geometric mathematics underlying a four-dimensional variation of the Rubik's Cube. This variation is called the Rubik's Tesseract and has dimensions, 3 x 3 x 3 x 3. (JJK)

Five guidelines for enhancing the value of a computer graphics program are described and illustrated. Using a well-structured program, correct scaling, normalized device coordinates, word coordinates, and illusions are discussed. (MNS)

A program for drawing a line segment is developed. (MNS)

How a computer randomly generates numbers to turn off lighted blocks on a graphics display is discussed. A computer program is given after reviewing a definition and two theorems and applying them to the problem. (MNS)

The development and capabilities of an interactive preprocessor program with graphics for an existing three-dimensional finite element code is presented. This preprocessor program, EDGAP3D, is designed to be used in conjunction with the Texas Three Dimensional Grain Analysis Program (TXCAP3D). The code presented in this research is capable of the…

Describes the development of an interactive teaching and learning model involving Desktop Videoconferencing (DVC) and other audiographic facilities for undergraduate mathematics. The experiment demonstrated that it was possible to integrate DVC with computer applications/graphics software to represent algebraic, geometric, and numeric concepts.…

The results of a nonrandomized experiment indicated that the group of students who observed the static presentations of graphic images achieved slightly higher scores on the paper-and-pencil performance tests, whereas the group of students who viewed the dynamic presentations made greater gains on the mental rotation tests. (JJK)

Described are improvements for the computer efficiency of the two midpoint scan-conversion algorithms used to draw ellipses. Included are computer programs written in C programing language. (JJK)

The production and application of images based on fractal geometry are described. Discussed are fractal language groups, fractal image coding, and fractal dialects. Implications for these applications of geometry to mathematics education are suggested. (CW)

Described are the inexpensive construction and the suggested classroom applications of three different demonstration devices, as alternatives to the use of computer graphics, for displaying the conic sections. These devices are the simplified string model, the stroboscopic cone generator, and the capillary hyperbola. (JJK)

The article considers the problem of how to plot on the computer screen a circle with center (A,B) and radius R. Several different procedures are discussed and compared. (PK)

Several methods of teaching college-level mathematics sequences are examined for their advantages, disadvantages, and costs. Materials considered include textbooks, film sequences, videotaped lectures, and individualized teaching machines. (SD)

Discusses the golden ratio and how to make golden triangles using recursive Logo programs. Presents some outputs of the Penrose tile patterns. (YP)