How set theory, combinatorics, probability, and the study of algorithms can be used in solving two problems is described in detail. Three computer programs are listed. (MNS)

Symbols and shapes used in flowcharting are defined, reasons for incorporating flowcharts into instructional activities are listed, and eight different flowcharts are presented. (DT)

Solutions to difficult equations are illustrated with numerical techniques that can be used easily on calculators. Flowcharts and programs for computers and calculators are included. (MP)

Discusses using what students already know about taking away objects when teaching subtraction and gives six lessons to develop language for discussing and recording subtraction situations that give meaning to the subtraction algorithm. (MKR)

Use of the hand-dialed, transparent, nonelectronic SEE-Calculator is proposed. Pupils can dial numbers into appropriate columns, watching the gears work; place-value concepts are enhanced. Both activities and flowcharting are suggested. (MNS)

Describes a model for training instructional designers who will work as members of videodisc development teams. This model develops and integrates competencies relating to instructional design, project management, interpersonal skills, storyboarding and flowcharting, programming, video production, and interactive video system knowledge. Three…