Most any students can explain the meaning of "a[superscript b]", for "a" [element-of] [set of real numbers] and for "b" [element-of] [set of integers]. And some students may be able to explain the meaning of "(a + bi)[superscript c]," for "a, b" [element-of] [set of real numbers] and for…

In general, units coordination refers to the relationships that students can maintain between various units when working within a numerical situation. It is critical that middle school students learn to coordinate three levels of units not only because of their importance in understanding fractions but also because of their implications for…

An iPad® can be used to teach students to graph parabolas with ease and grasp vocabulary quickly. Parabolas come to life for students in this easily implemented activity described in this article. Teachers can use this tool in a fun and interactive way to not only address these graphing and vocabulary concepts but also introduce and explore…

The integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To investigate these questions, six cases from leading studies in the field are described, and decisive…

The problem of rounded numbers used in computations on digital computers is discussed and examples showing the effect of round-off errors are given. (DT)

A computer program developed by a high school student approximates the value of "e" by computing partial sums of the defining series. (SD)

This text is an integrated presentation of a second year course in algebra and trigonometry and digital computer modeling techniques using the programming language BASIC. Computer concepts are used directly with the mathematics throughout the text. No attempt is made to develop especially proficient programmers, but rather to present computer…

Discusses computer solutions for factoring problems. Includes listing for (1) a program that multiplies two user-chosen factors (X-R times X-S) and allows subsequent multiplications by more linear factors and (2) a program which computes P(X)/(AX plus B), where P(X) is a user-chosen polynomial and AX plus B is a user-chosen divisor. (JN)

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 use of computer-enhanced resources throughout a second-year algebra course had no significant effect on algebra achievement or attitudes, but some ability differences were noted. (MP)

Mathematics and science classes integrated computer science activities into the regular secondary curriculum. This document reports the nature of the computer activities used in conjunction with an algebra II class, a physics class and a chemistry class. A computer programing class was also established as a year-long elective course. Success and…

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)

LOGO is a programming language developed at Bolt, Beranek and Newman, Inc., specifically for use in teaching. It provides the student with a set of numerical and symbolic primitives as elements for gradually building extended, complex program structures. The building of these structures is facilitated by a procedure-oriented programming heuristic…

Using computers to provide diagnosis and remediation in mathematics is emphasized. Some essential features of technology-supported learning environments are discussed, as well as features that facilitate their use. Illustrated is a computer environment for learning algebra. (MNS)