Describes the computer management system used in teaching a self-paced elementary algebra course at the University of Tennessee at Chattanooga including the hardware, database, principal management program, and some report generation using an inquiry language. The source code of the management program is appended. (Author/CMV)

Having students try to generate their own random numbers can lead to much discovery learning as one tries to create 'patternlessness' from formulas. Developing an equidistribution test and runs test, plus other ideas for generating random numbers, is discussed, with computer programs given. (MNS)

A first computer lesson in algebra is described, with illustrations of programing by students. Standard algebraic notation with BASIC are discussed, and further activities described. The purpose is to use the computer so that it develops a rational understanding of the mathematical concepts involved. (MNS)

Discusses use of microcomputers to assist teachers in diagnosing student errors. Examines what can be diagnosed, whether diagnosis helps, what diagnosis programs can do, what goes into a diagnosis program, and how the programs can be used. Suggests that software be developed for this purpose. (JN)

A brief history of computers, a description of uses, and a disucssion of various types available are all given. Specific examples where the computer may be used to help teach mathematics are presented with some sample programs explained. A selected annotated bibliography is included. (LS)

The computer simulation game "Curve-Fit" is described. Its overall objective is to fit curves to six different data sets by estimating the parameters of each curve. (MNS)

An applications problem, which illustrates an important technique in mathematical applications, is presented and discussed. (MK)

Some insights are provided into techniques for removing the mystery of how calculators evaluate functions. (Author/MK)

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

The results of the interaction of fifth- and sixth-grade students with a computer are described. (MK)

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)

The author stresses that students need a thorough understanding of certain mathematical ideas in order to write adequate computer programs. He presents some examples using BASIC and LOGO and discusses writing programs as a mathematical exercise and using mathematics in programing. (MNS)

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

The case for some elementary programing as part of mathematics instruction is presented. Ways in which microcomputers can be used in the mathematics classroom are described, with specific illustrations. (MNS)

Algebraic and computer solutions are offered for a problem on time payment scheduling. The problem, falling within the scope of high school algebra, could focus only on the algebraic methods, but including the computer brings out the relationship between the power of algebra and the power of modern technology. (JN)