A method for finding any integral root of a number using a four-function calculator is given, along with a justification of the method and root-finding exercises. (MN)

Chio's method of evaluating determinants by successive reduction of size is explained. (MN)

In a thesis written for the Doctor of Arts in Mathematics, the connection between Euclid's algorithm and continued fractions is developed and extended to n dimensions. Applications to computer sciences are noted. (SD)

Develops a division algorithm in terms of familiar manipulations of concrete objects and presents it with a series of questions for diagnosis of students' understanding of the algorithm in terms of the concrete model utilized. Also offers general guidelines for using concrete illustrations to explain algorithms and other mathematical principles.…

Reports on the findings of the Algorithms working group at the Ware, England, conference. Examines methods of introducing the algorithmic approach to mathematics via computer programing and using problems arising from content areas. Considers programing language and presents support for programming in mathematics curricula. (JM)

Suggests a moving pictorial tool to help teach principles in the bubble sort algorithm. Develops such a tool applied to an unsorted list of numbers and describes a method to derive the run time of the algorithm. The method can be modified to run the times of various other algorithms. (JN)

Symbols and shapes used in flowcharting are defined, reasons for incorporating flowcharts into instructional activities are listed, and eight different flowcharts are presented. (DT)

The role of division of whole numbers in problem solving and the implications for teaching division computation are examined. Deleting the teaching of division facts, and obtaining solutions by using multiplication facts, is advocated. (DT)

This response to Usiskin's editorial comment on calculator use in the May 1983 issue considers why arithmetic is taught. The belief that mathematics improves thinking and the humanist position that it is part of our cultural heritage are noted. The role of mathematics in the curriculum should be reconsidered. (MNS)