How set theory, combinatorics, probability, and the study of algorithms can be used in solving two problems is described in detail. Three computer programs are listed. (MNS)

This reinforcement activity has been used by students from the elementary school level to the graduate school level who possess intermediate level ability in programming Logo. The activity, which consists of writing Logo programs that animate an object, can have several positive effects as it: (1) helps develop problem-solving skills; (2)…

Since LOGO was introduced at a 1981 National Council of Teachers of Mathematics conference, this computer language has spread through the schools and spawned Young People's LOGO Association groups throughout the United States and Canada. Teaching LOGO like other languages might alienate youngsters already at home with computer technology. (MLH)

A mechanism for using personal computer spreadsheet software to generate unique laboratory and problem assignments in optics for each student and provide corresponding solutions that can be checked quickly is described. The method minimizes some students' tendency to inspect others' solutions without solving problems themselves. Another…

This paper provides guidelines and programming commands for using LogoWriter activity cards in game-writing as a way to develop student programming skills. Suggestions are made for the specific activity cards to use, and solutions are provided for some of the problems that were most frequently encountered by the author's students as they worked on…

Given is an example of the solution of maximum-minimum problems by replacing differentiation techniques with microcomputers and simple BASIC programs. (MNS)

A realistic problem is presented, computing the probability of winning a sports playoff series if the probability if winning a single game is known. Only simple permutation formulas and some basic logic are required to solve the problem. Two computer programs and a discussion of solution methods are included. (MNS)

Suggestions for five activities are presented. They include: ideas for several student problem-solving projects; preparing a flowsheet and program for 10 coin and dice games; using word processor formatting commands to create word designs; creating sounds; and writing a program to print out sums indefinitely. (JN)

Use of the computer to simulate or imitate probability problems that are difficult to analyze in any other way is discussed. How the Monte Carlo method works is clarified, with sample problems and programs. (MNS)

Addresses issues related to the use of microcomputers for solving problems. Includes considerations of the impact of software availability, the nature of software for chemical education, general-purpose software, and dedicated software. (JN)

Three pieces of computer software are described and reviewed: HyperCard, to build and use varied applications; Iggy's Gnees, for problem solving with shapes in grades kindergarten-two; and Algebra Shop, for practicing skills and problem solving. (MNS)

A hypothetical classroom discussion is used to present concepts and problems students can master. Three computer programs are listed for binomial probabilities. (MNS)

The use of the computer language Logo offers an excellent opportunity to use technology to help develop problem-solving skills and other mathematical concepts. Examples of explorations are presented. (MNS)

Suggestions for how teachers can use the programs in the Micro Primer Software Packs are given. While the reader needs to be familiar with the programs to make full use of the comments, some ideas concerning the interaction between child, computer, and teacher can be garnered. (MNS)

Discusses programming projects in applied technology courses, examining documentation, formal reports, and implementation. Includes recommendations based on experience with a sophomore machine elements course which provided computers for problem solving exercises. (DH)