Discusses drawing a Pythagoras diagram in the context of how computer software influences mathematical understanding. Requires different understandings of what the diagram involves in order to be successfully completed in different environments. Suggests that while LOGO is often expected to be easier, a graphic calculator can be less demanding.…

Presents a graphing activity to show transverse and longitudinal waves using spreadsheets. (Author/NB)

Discusses the use of a dynamic geometry software package to improve teaching of graph theory in basic graph sketching and in isomorphic, bipartite, and planar graphs. (JRH)

Shares insights concerning preparation needed for using Computer Management of Instruction (CMI), the general structure of a CMI system, and some system features a user might encounter. Describes the development of Arkansas' Computer-Assisted Instructional Management system for mathematics instruction. (RH)

Presents the computer software Mathemagic, a remedial teaching system for high school mathematics. Describes a preliminary study that showed that the software could provide effective remediation to students. (Author/ASK)

The capacity of the "Geometer's Sketchpad" to trace the path of points by drawing the position of the point at different times provides a powerful tool to help see how velocities are related. Provides a snapshot of the process, along with the traces. (Author/ASK)

Discusses the place of linear programming in college curricula and the advantages of using linear-programming software. Lists important characteristics of computer software used in linear programming for more effective teaching and learning. (ASK)

Describes an experiment with two participants, one of which is familiar with the Geometer's Sketchpad but not with Cabri-Geometre and vice versa. Displays the work of both participants when they are given two geometry problems in secret and 20 minutes to work on each, the first with software that they are familiar with and the second using the…

Identifies some trends in geometry teaching and illustrates them with reference to some of the more common software packages and their application and possible implications for junior high school geometry teaching and learning. (Contains 23 references.) (ASK)

Presents two problems whose solutions can be enhanced using the Geometer's Sketchpad to solve the problems. Concludes that available computer technology can aid in the analysis and solution of some interesting geometry problems. (ASK)

Explains how geometric constructions can enrich students' visualization and comprehension of geometry. Presents examples of geometric constructions that students can construct using the Geometer's Sketchpad. (ASK)

Describes an investigation into the effects of introducing scientific software into the learning experience of a large and diverse first year university mathematics class on attitudes and learning. Confirms the affective potential of this kind of technology. (Contains 16 references.) (Author/ASK)

Students can learn to make algebra, trigonometry, and geometry work for them by using matrices to rotate figures on the graphics screen of a graphing calculator. Includes a software program, TRNSFORM, for the TI-81 graphing calculator which can draw and rotate a triangle. (MKR)

Examines issues relevant to the development, implementation, and evaluation of educational software in mathematics in the particular context of a Mathwise module covering the topic of complex numbers. Presents results of an evaluation exercise and some conclusions on issues of design and implementation. Contains 13 references. (ASK)

Many students view mathematics as a collection of theorems and facts that were discovered by intelligent mathematicians and all they have left to do is to study them carefully. Some believe it is important to help students change this view (Lavy & Shriki, 2003). One possible way is to enable students to modify the attributes of a given situation,…