Examines the use of the computer to approximate the value of the definite integral normally calculated by mathematical means. Presents four examples using BASIC programs to approximate single and double integrals by numerical integration and the Monte Carlo method. Programs are provided. (MDH)

Stresses the importance of teaching "structured programming," and gives examples of good and bad programing styles and suggestions for teaching good programing techniques. The language used is BASIC, and numerous examples are provided. (EAO)

Describes a methods course to prepare teachers of computer science for the secondary schools. Aspects of the course include goals and objectives, programing projects, assignments related to teaching methods, group projects, planned teaching experiences, and lesson planning assignments. Provides a list of 38 assigned readings. (MDH)

Discusses the second session of a Vassar College workshop on computers and the humanities which focused on how to teach computing to humanists. Arguing for a holistic approach, the author outlines the material to be taught and how to teach it. Emphasizes ample hands-on training, and instruction in general computer principles not the specifics of…

The progression from simple interest to compound interest leads naturally and quickly to the number e, involving mathematical discovery learning through writing programs. Several programs are given, with suggestions for a teaching sequence. (MNS)

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…

In traditional programming courses assignments usually consist of problems that are somewhat closed in nature. That is, students are usually given a rigidly defined problem statement and are provided with a set of data that they are to use to test their program to produce a unique result. While this approach makes evaluation easy, it discourages…

Five ways the computer can be used in psychology courses to teach thinking are described: using the computer to replace things that already work (e.g., a tachistoscope); programing the computer; simulating specialized procedures and situations; providing behavior to be observed and described; and posing problems for analysis and solution. (RM)

Some techniques for managing the classroom and teaching programing that have worked well are described. Hardware placement and use, classroom management, instructional recommendations, and programing ideas are each discussed. (MNS)

The kind of learning experience provided by the LOGO programing language, its efficiency as a learning tool within the school curriculum, and the role of the teacher in the LOGO environment are each discussed. (MNS)

A teaching strategy for problem solving with computers is detailed. The approach provides a "midline" level of help that encourages exploratory activity yet provides enough guidance to increase chances of pupil success. (MP)

Explores a particular method of searching for roots that lends itself well to discovery learning through writing a computer program. The teacher-student interaction is given, and two computer program listings are included. (MNS)

A variety of activities and information about computers and programing are included. (MNS)

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 suggested program is designed for mathematics teachers. It concerns the solution of systems of linear equations, but it does not complete the job on its own. The user is the solver while the computer is merely a computing assistant. (MNS)