This reprint of a Project Solo curriculum module discusses graphing by computer, gives an example of a BASIC program used to graph a second degree polynomial, and provides suggested exercises in programing. (MK)

Argues that technology influences mathematics education by enabling students and teachers to discover and demonstrate generalizations and properties that were unthinkable a few years ago. Focuses on one example related to a paradox involving parabolas. (DDR)

An intuitive approach to exponential functions is described. Microcomputers are used to aid discovery of derivatives. (MNS)

A programing approach is described, using numerical methods to draw implicit functions, without solving the relationships explicitly. Several examples are discussed, with programs and printouts included. (MNS)

A framework is presented for integrating use of a microcomputer into a statistics unit. Descriptions of some programs suitable for the Apple microcomputer and ideas for lessons are included. (MNS)

Computer software with graphic representations of functions can teach algebraic concepts, or can blur or obscure concepts of great importance. Making good use and bad use of visual imagery are each discussed. Then a general theory of interpretation of graphs is proposed, and a list of examples is presented. (MNS)

Reviews for three software packages are given. These include "Equation Math," consisting of three programs for exploring graphs of the equations; "Recycling Logic," instructing students in the basics of reasoning; and "Turboplot-3D," intended for university-level mathematics, physics, engineering, and computer courses. (PK)

Computer graphing makes it easier for students and teachers to create and manipulate graphs. Scale issues are nearly unavoidable in the computer context. In interviews and protocol analysis with six students from grade 8, and 12 students from grades 11 and 12, it became apparent that some aspects of scale are clearly understood very early while…

The use of computers in education and general society is continually expanding, but the growing need for highly educated computer technologists will continue unless universities take major steps toward the reallocation of their resources in favor of the burgeoning computer science departments, and government and industry provide a significant…

Discusses a microcomputer-based laboratory (MBL) study (n=75) which uses multiple temperature gathering devices (mercury thermometer, digital thermometer, and computer probe) and graphing methods (hand graphs, delayed computer graphs, and real-time graphs). Reports that MBL real-time graphing provides significant increases in graphing skills. (MVL)

Explores the concept of extraneous roots in radical equations using an alternative to traditional algebraic methods. Using calculator- or computer-based graphs, accounts for extraneous roots by examining the four possible cases of systems of equations that can produce the solution to the radical equation. (MDH)

Presents reviews of five computer packages: (1) "Algebra Attack" contains games and tests; (2) "Bootstrap Stats" requires learners to write programs while studying probability and statistics; (3) "Geometry and Microcomputers" contains 13 lessons on mathematics and graphics; (4) "Math Grapher" is an algebraic…

These proceedings contain the papers of the 11th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2014), October 25-27, 2014, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in…

Presents an experiment that measures the acceleration and velocity of a model rocket. Lift-off information is transmitted to a computer that creates a graph of the velocity. Discusses the analysis of the computer-generated data and differences between calculated and experimental velocity and acceleration of several rocket types. (MDH)