Two transcripts of children exploring and solving problems presented by computer programs are given. The transcripts show the insight that occured. (MNS)

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)

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)

This paper, which addresses the issue of representation as an internal construct corresponding to an external abstract configuration, attempts to extend A. A. DiSessa's phenomenological primitives to mathematics (particularly to the notion of circle). Various acceptations of the word representation are examined, using the notion of a circle as an…

An application of functions and their inverses is described--the coding and decoding of messages, or cryptographs. The helpfulness of computers is noted, with two programs listed. (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)

Reviews an educationally valuable and reasonably well-designed simulation of volcanic activity in an imaginary land. VOLCANOES creates an excellent context for learning information about volcanoes and for developing skills and practicing methods needed to study behavior of volcanoes. (Author/JN)

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)

Special ways of using computers as a useful tool in algebra instruction are reviewed, with applications to linear equations featured. (MP)

New York State teachers who had taught a computer-based mathematics course were surveyed regarding their conceptions of what topics such a course should cover. A common core of content was determined. (SD)

The merits of having students interact with the computer rather than use canned programs to solve problems are discussed. Examples are provided. (SD)

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

Promotes the use of the microcomputer in mathematics instruction, reviewing approaches to teaching nonlinear equations. Examples of computer diagrams are illustrated and compared to textbook samples. An example of a problem-solving program is included. (ML)

Describes two methods to resolve common difficulties in solving problems. The first is used when the solver becomes stuck with a problem and no idea seems to come to mind. The second is suitable when the solver is trapped in a loop and goes in circles around the problem. (JN)