Data on computer literacy from the 1977-78 National Assessment of Educational Progress (NAEP) are discussed. (MP) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Computer-enhanced simulation of models permits students to become subjectively involved in interaction with the computer. A method for developing a computer simulation is described, and three examples of computer simulations are given. (JN)

A unit on the quadratic equation is described. The discovery approach is used and the computer is integrated into the study of mathematics. (MK)

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)

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)

The computer is in the process of becoming an important aid to the teaching of statistics and probability at the middle and secondary levels. Examples show ways in which the computer can facilitate learning of mathematical concepts through tutoring, simulation, and computation. (JN)

The impact and role of social needs, including computer technology, on the secondary school mathematics curriculum are considered. Their role in the American curriculum, mathematical applications, institutionalized needs, and alternatives are discussed. (MNS)

Examples are provided which demonstrate the use of the computer as an instructional aid for the algebra curriculum. While the basic content of an algebra course would remain intact, computer technology can enhance and expand methods of algebra instruction. (JN)

An applications problem, which illustrates an important technique in mathematical applications, is presented and discussed. (MK)

The author stresses that students need a thorough understanding of certain mathematical ideas in order to write adequate computer programs. He presents some examples using BASIC and LOGO and discusses writing programs as a mathematical exercise and using mathematics in programing. (MNS)

A study of student attitudes towards computers in a mathematics class found significantly positive relationships between such use and their attitudes towards mathematics, the instructional setting, achievement in mathematics and programing, and previous programing experience. No significant relationship between students' intelligence and attitudes…

How computer methods can be applied to an old problem and how computer efficiency affects the solution to that problem are illustrated. (MK)

The papers in this report represent the imagination, analysis, and experiences of many people involved in recent curricular studies in secondary school mathematics. It differs from reports that seek broad agreement on conservative, traditional curricula, representing instead the point of view of those working with emerging electronic technology…

This teacher's guide is designed for teaching BASIC and introducing students to the use of the computer by means of a series of short written lessons. The purpose of such a series is so that classroom time required for the series would not seriously hinder the progress of the normal course of study, and each student would have an opportunity to…

Discusses a structured approach to teaching computer programing in secondary schools. The approach can be used in an introductory computer programing (literacy) course or as a method to teach computer programing in traditional mathematics courses. Two sample lesson summaries (related to temperature conversions) are included. (JN)