This paper describes the genesis and purpose of our geometry methods course, focusing on a geometry-teaching technology we created using NVIDIA[R] Chameleon demonstration. This article presents examples from a sequence of lessons centered about a 3D computer graphics demonstration of the chameleon and its geometry. In addition, we present data…

Two issues of the Soloworks newsletter contain information about the Soloworks project, computer equipment, and the educational philosophy that underlies the student-controlled computer based approach to secondary school mathematics instruction. (JY)

The intent of this project was to develop a course for mathematics graduate students at Iowa State University. They would design and write computer programs for use by undergraduate mathematics students, and then offer the course and actually produce the software. Phase plane graphics for ordinary differential equations was selected as the topic.…

Describes experiences at Duke University in teaching mathematics using computer graphics. Includes comments on the software library, slide shows, assessment of activities, teaching of calculus and differential equations, and various graphics devices for instructional purposes. (JN)

This project was designed to improve the graphing competency of students in elementary algebra, intermediate algebra, and trigonometry courses at Virginia Commonwealth University. Computer graphics programs were designed using an Apple II Plus computer and implemented using Pascal. The software package is interactive and gives students control…

The microcomputer has great potential for making high school geometry more stimulating and more easily understood by the students. The microcomputer can facilitate instruction in both the logico-deductive and spatial-visual aspects of geometry through graphics representations, simulation of motion, and its capability of interacting with the…

During the first 12 weeks of an applied calculus course, two classes of college students studied calculus concepts using graphical and symbol-manipulation computer programs to perform routine manipulations. Three weeks were spent on skill development. Students showed better understanding of concepts and performed almost as well on routine skills.…

Discusses the use of computer graphics to introduce the concepts of derivative and tangent line using the iteration of functions, especially linear functions. (MKR)

Presents a method of viewing the reflective properties of the parabola and ellipse. Reinforces previously studied concepts of mathematics useful for individual or classroom projects. (PK)

Suggests a series of ratio activities that make use of a computer to produce graphical collections of objects in a grid with variable dimensions. Extends content to the areas of proportions, statistics, probability, programming, and problem solving. (PK)

Reviews for three software packages are given. Those packages are: 20/20 Statistics, Graphing Equations, and COMPUCALC. The first package is a set of programs for use in introductory statistics, the second contains four programs for studying the graphing of equations, and the third contains examples and techniques from calculus. (PK)

Argues that while microcomputer and graphing calculators have evolved to a stage where they should be used routinely by mathematics students at all levels, there is sometimes potential to mislead students with computer generated graphs. Examples are included. (PK)

It is argued that microcomputer technology has evolved to the stage that it should be routinely used by mathematics students at all levels. It is shown how the use of microcomputers can change the way problems are solved. Computer-generated graphics are highlighted. (PK)

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)

Describes pseudoprimitives, a set of special procedures which allow traditional geometric topics to be used within the context of LOGO. Explains how these procedures can be extended and used in junior and senior high school geometry. (PK)