Describes a program written for a programmable pocket calculator that computes the frequency response of linear systems. (Author)

Two graphics programs for students in grades six-12 are given. "Circle Through 3 Points" and "Star Polygons." Students gain familiarity with the xy-plane, the radii and centers of circles, and ellipses, while more advanced students learn about parametric equations and using random numbers to produce random shapes. (MNS)

Presents various exercises and programs to demonstrate how low-resolution graphics (for Apple microcomputers) can be utilized in the mathematics classroom. (JN)

Discusses high resolution (hi-res) graphics programing on the Apple microcomputer, emphasizing its use in the mathematics classroom. Sample programs to plot dots and diagonals as well as programs for creating more complex visuals and patterns are included. (JN)

Following a brief introduction to the LOGO programing language, describes its use in a sixth-grade classroom. The situations described illustrate students' growth while the choice of the situations illustrates teachers' growth. (JN)

Provides tips to help primary-aged students with computer keyboarding skills (suggesting the use of color codes and listing currently available software). Also describes (and lists) a program which helps test students' understanding of IF-THEN statements and illustrates some hazards of "spaghetti programming" (debugging). (JN)

Presents three activities in which students learn about and construct star polygons using the LOGO programing lanaguage. A list of suggested extension activities is included. (JN)

Two uses of computers are outlined. The first discusses and presents a model of a program which is designed to teach students the reasoning involved in solving certain problems. The second looks at the ability of computers to count at high rates of speed, as a start for student explorations. (MP)

A teaching strategy for problem solving with computers is detailed. The approach provides a "midline" level of help that encourages exploratory activity yet provides enough guidance to increase chances of pupil success. (MP)

This reprint of one of the original Project Solo curriculum modules provides instruction for using the computer to investigate circular functions. (MP)

Computer programing and problem-solving steps in mathematics are viewed to have related concepts. Some heuristics are compared with some suggestions for structured programing. The one fundamental difference between problem solving in general and when using the computer is seen as the computer solution must be finite. The computer is viewed as a…

Presents: (1) a computer program which will change a fraction into a decimal; (2) a program in which students supply missing lines to create the output given; and (3) suggestions for adding computer awareness to classrooms, including use of used punch cards and old computer-generated printouts. (JN)

The view promoted is all children should have the opportunity to write and run computer programs, and instruction can begin in the first grade. Teaching mathematics is seen as involving 50 percent theory and 50 percent computing and computers can be involved with both aspects. (MP)

A way to use programs that orient students to use of the computer and establish a schedule for pupil access is presented. The distinction between using the computer as a medium for instruction and using it as a topic of instruction is viewed as not entirely clear-cut. (MP)

The authors suggest a few games for which programmable pocket calculators are used to create an environment in which mathematical concepts can be experienced more easily by students. (Author/MK)