Presents a method for using matrix algebra and computers to encode and decode secret messages. Provides examples of coding procedures, a short review of matrix multiplication, and a BASIC program for use with secret messages containing up to 1000 numbers. (RT)

Gives a general description of reformed calculus efforts and describes experiences with two reformed calculus programs together with traditional calculus. Also provides comparisons between these three programs using teaching evaluations and student journals. (Author/MKR)

Presents a historical review of technology-based computer program development and research in mathematics for special education. Discusses two themes: the consistent focus on mastering computational algorithms and the use of technology both as a teaching tool and as a means of guiding teacher behavior. Contains 81 references. (MKR)

Provides a historical context for the impact of technology, especially computers and calculators, on school mathematics; discusses difficulties encountered in mathematics education; and makes reference to a series of national reports which serve as discussion documents and guides in the reform process. (20 references) (Author/MKR)

Demonstrates and compares three commercially available statistical software packages, Statistics Workshop, Data Insights, and Data Desk, using a five-component investigation model to analyze a problem about hat sizes. (MKR)

Explores abundant numbers and presents a proof that abundant numbers of every order exist. Readers are encouraged to use the included computer program to explore abundant numbers for themselves, look for patterns in the output, and consider further questions. (Author/MKR)

Discusses the use of technology to investigate what graphs represent as well as how to interpret graphs. (MKR)

Spreadsheets have become popular tools for exploring mathematical patterns and building conceptual understanding of variables and functional relationships. Presents examples of students' work to illustrate multiple paths of inquiry, generalization, and mathematical reasoning. Supports effective investigation of patterns and functions for students…

States that thinking about numerical procedures starts in the elementary grades and continues in successive grades until students can eventually express and reflect on the procedures using algebraic symbolism. Outlines how such thinking can progress to algebraic reasoning. Illustrates how computers can be used to promote this progression through…

Describes an educational software program for the study of and detection methods for the cosmic ray muons passing through several light transparent materials (i.e., water, air, etc.). Simulates muons and Cherenkov photons' paths and interactions and visualizes/animates them on the computer screen using Monte Carlo methods/techniques which employ…

Discusses the use of technology to individualize mathematics instruction for gifted students. The use of computers in a mathematics classroom allowed students to identify objectives, communicate results, and implement activities related to goals. Successful math software programs are highlighted. (CR)

Extends a counting activity described in the April 1997 issue of "The Mathematics Teacher" entitled, "The Pyramid Question: A Problem Solving Adventure." In this activity, students must find all triangles with positive integral sides and a perimeter of 36. Considers triangles with perimeters other than 36 for this activity and…

Explores some of the principles of and presents several constructions in hyperbolic geometry using script tools created for the Geometer's Sketchpad. (ASK)

Because fractal images are by nature very complex, it can be inspiring and instructive to create the code in the classroom and watch the fractal image evolve as the user slowly changes some important parameter or zooms in and out of the image. Uses programming language that permits the user to store and retrieve a graphics image as a disk file.…

Discusses the reasons for careful evaluation of students' programs by a skilled programmer. Suggests that grades for programs must be partly based on quality factors such as clarity, organization, conciseness, and maintainability. (ASK)