This publication is designed to show how computers can be used effectively in secondary school mathematics curricula. Section I provides a description of the various types of software that could be incorporated into the secondary school mathematics curriculum. Procedures for evaluating the software and using it in a classroom or laboratory…

This project was designed to: (1) examine the use of the computer as a tool for simulation; (2) let students gather data, analyze hypotheses, and explore algorithms; and (3) explore the potential of high resolution graphics and large memory that will characterize the microcomputers of the 1980s. Prototypes for three different computer-based…

The results of an evaluation of various aspects of the Instructional System in Mathematics (ISM) are presented. ISM is an objectives-based, computer-supported, management system which builds upon a previously developed mathematics curriculum. Questionnaires to school-based personnel and students, in-school observations, and interviews, were used…

Exercises for high school students are presented which entail designing computer programs to enable the computer to identify a geometrical figure as a specific type of triangle or quadrilateral, given its 2-dimensional coordinates. Computer programming skills required are not sophisticated, but a solution requires careful analysis of necessary and…

This paper reports on one high school's experience with a project to teach students how to program and solve problems in mathematics using a computer. Part I is intended as a general guide for any high school administrator or mathematics instructor who is interested in exploring the installation of a computer terminal in his high school and wants…

Reviews for three software packages are given. Those packages are: Linear Algebra Computer Companion; Probability and Statistics Demonstrations and Tutorials; and Math Utilities: CURVES, SURFS, AND DIFFS. (PK)

The author argues the necessity of ensuring that mathematics is perceived by children as being useful. An example is provided which is intended to give children experiences which might help them develop a rationale for learning. It involves an item of computer software which simulates car racing. (PK)

Briefly outlines how computers can be useful in teaching nine different subjects and in managing the central office. (JM)

Presented are some current facts about symbol manipulators and their relation to high school mathematics. The development of computer algebra systems is discussed. Five areas of computer algebra needing investigation (skill proficiency, understanding, curriculum content, student homework, and equity) are identified. (MVL)

Discusses the use of the computer to encourage a versatile approach to learning involving both symbolic/logical and visual/holistic types of mental activity. Provides experimental data showing the effect of an enhanced Socratic mode of teaching. (YP)

Discusses the use of the symbolic manipulator which helps students solve equations one step at a time. Recommends features to look for in algebra tools. Compares 14 programs on general, graphic, numeric, and symbolic manipulation and provides short reviews of each. (MVL)

Examples of composite functions present students with intriguing questions that they can explore using calculators and computers, geometric and algebraic methods, and approximation techniques. Student-centered activities allow students to make discoveries about functions. (MLN)

The role of computers (especially microcomputers) in the mathematics curriculum and suggestions for using them in mathematics instruction are discussed in this yearbook. The 27 articles are presented under five headings. Part 1, Issues, includes articles on comprehensive instructional computing, possible new curricula, and a syllabus for a…

This module is recommended as an honors unit to follow a unit on logic. There are four basic parts: (1) What is a Boolean Algebra; (2) Using Boolean Algebra to Prove Theorems; (3) Using Boolean Algebra to Simplify Logical Statements; and (4) Circuit Problems with Logic and Boolean Algebra. Of these, sections 1, 2, and 3 are primarily written…

Considers the problem of how to go from three coordinates to two. States that it is not a problem that mathematics students ordinarily encounter. Presents four methods of graphing three-dimensional figures on a two-dimensional computer screen. (PK)