PROLOG is a relatively new programing language with graphics capability. In addition, the language has a declarative rather than a procedural structure. Two programs illustrating use of the language in the mathematics classroom are presented. (JN)

Experiences with time, money, and measurement are given, using a flower and vegetable garden theme. Suggestions are included for the teacher for using each of the four worksheets. (MNS)

The use of real (professional) bingo sheets for a math bingo game is described. The game can be adapted to many levels of learning for a variety of concepts by using different calls. A sample of these calls is given. (MNS)

Described is a software program with two components. One is muMATH, a package of functions that can perform a wide variety of symbolic manipulations. It is surrounded by, and written in, the accompanying language, muSIMP. A problem is described with a muMATH solution; another example uses the muSIMP language. (MNS)

Programing a microcomputer to solve problems in whole-number arithmetic, rather than using the built-in operations of the computer, is described. Not only useful, it also enhances important mathematical concepts and is adaptable to a range of student abilities. (MNS)

Presents background information and the listing for a LOGO computer program which investigates an ancient mathematical riddle (related to the square root of seventeen). The simulation, written for Apple II microcomputers, can be easily adapted to other microcomputers. (JN)

A study of the attitudes of boys and girls in the sixth form to their learning experiences with mathematics is described. Explanation as to why relatively few girls choose to study mathematics at 'A' level was attempted. Quotations from interviewed students are included. (MNS)

Attitudes of 50 eighth-grade students are reported as gleaned from written instruments and comments made during individual interviews. The importance of mathematics, reasons why they liked or disliked mathematics, and their rating of topics are included. (MNS)

Discusses the nature of electronic spreadsheets and their educational applications. These applications focus on rule guessing, functions, the binomial series, slopes, functions of functions, difference equations, simultaneous equations, and two-dimensional fields. (JN)

Factorials are discussed, with note of the enormous size on n! even for modest values of n. A recreational problem to determine the number of zeros at the end of numbers such as 10,000! is given, with a computer program. (MNS)

Computers can be programmed to produce increasingly complex line drawings. Through programming activities students can learn the geometric principles involved. (SD)

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

Ways are suggested in which economists and applied mathematicians construct and use models to study the economy. Several models are developed, each accompanied by a BASIC computer program to test its assumptions. (DT)

A form is presented for helping students calculate the greatest common factor and least common denominator of two numbers. (DT)

A coin tossing game and a dice rolling game are explained for use in teaching probability concepts. (DT)