Ideas for computer use are presented. A challenge problem, sources of information, and interesting facts are included. (MNS)

The learning potential of Logo programing language is discussed. Observations of students in kindergarten and first grade interacting with a sequence of Logo activities led to the development of nine benchmarks. (MNS)

A motivational classroom activity involving mazes, with explorations in the Logo programing language, is described. Use of the Big Trak toy to teach programing is also described. (MNS)

Newton's method for finding roots of equations is described. How to find complex roots using the BASIC computer language is then presented, with the computer program included. (MNS)

The kind of learning experience provided by the LOGO programing language, its efficiency as a learning tool within the school curriculum, and the role of the teacher in the LOGO environment are each discussed. (MNS)

The use of the computer language Logo offers an excellent opportunity to use technology to help develop problem-solving skills and other mathematical concepts. Examples of explorations are presented. (MNS)

Reasons other than utility are needed to justify the place of algebra in the mathematics curriculum for all children. The possibility of considering generalized arithmetic and computer algebra are each discussed. (MNS)

The suggested program is designed for mathematics teachers. It concerns the solution of systems of linear equations, but it does not complete the job on its own. The user is the solver while the computer is merely a computing assistant. (MNS)

A module built around programing the computer is described. It recognizes the need of many children to have algebra introduced in a practical way and to give some concrete meaning to it. (MNS)

APL was invented specifically as a mathematical teaching tool, and is an excellent vehicle for teaching mathematical concepts using computers. This article illustrates the use of APL in teaching many different topics in mathematics, including logic, set theory, functions, statistics, linear algebra, and matrices. (MNS)

Cognitive psychology, artificial intelligence, and computer technology have advanced so much that it is feasible to build computer systems that are as effective as intelligent human tutors. Computer tutors have been developed for teaching students to do proofs in geometry and to write computer programs in the LISP language. (JN)

A method for motivating programing techniques in a computer science class which uses alphametics, mathematical puzzles where words or phrases represent numerals or arithmetic operations, is given. (MK)

The relation between mathematical and computational aspects of recursion are discussed and some examples analyzed. Definition, proof, and construction are considered, as well as their counterparts in computer languages (illustrated with Logo procedures). (MNS)

Described are four hour-long sessions of children working with the definition and use of a procedure for triangles in Logo programming. The conclusion is that turtle geometry is not a trivial activity. (MNS)

Suggested is the presentation of problems for which student teams are to write computer programs which will reveal the results of guesses at the answer by users of the program. Illustrative problems and programs are included. (MNS)