A few examples are discussed of situations where some solution to writing a computer program for an algorithmic problem is immediately evident, but the best solution is some distance away. (MP)

A comparison of four methods of finding the maturity value of the principal is presented. The four methods are: table, period-by-period iterative calculation, formula, and Binomial Theorem. (MP)

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

Several algorithms for solving initial value differential equation problems using the definitions of derivative and integral and a computer are discussed. (MN)

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

A conceptually elementary and geometrically based algorithm is presented to indicate how trigonometric functions can be calculated without using calculus. (MN)

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)

Presents the historical development of perceptions and applications of the exponential law, tracing it from its ancient origins until the year 1900. Shows that many concepts such as mean life and half life and their relationships to differential equations were known long before their application to nuclear radioactivity. (GA)

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)

The role of the computer in coordinating the activities surrounding five modes of mathematics instruction is discussed. The modes are: computer-assisted instruction, computer-managed instruction, computer-based simulations, algorithmic exercise solving, and computer-aided problem solving. (MP)

In this paper, prepared for a European conference on mathematics education, the author examines three types of computer use in undergraduate and high school classrooms: Using the computer as an instructional tool for student development of algorithms, teaching about the computer itself, and use of computer-assisted instruction. (SD)