Two exploratory studies of one aspect of the relation between problem solving in mathematics and the cognitive effects of games on mathematics learning are noted. Results indicated that problem solving and the playing of certain games involving mathematics are related. (MP)

The importance of computational skill for answering items in the quantitative thinking subtest of the Iowa Tests of Educational Development was investigated. Results show that computational skill is not a major factor contributing to the examinee's score on the subtest. (Author/GK)

A program which offers the principal advantages of individualized problem sequences and interactive remedial assistance, and runs in a format that allows one machine to serve more students than the common types of computer-based exercises, is described. Copies of the program listing are available from the creator. (MP)

Two kinds of secret writing, codes and ciphers, are discussed. The weakness of a ciphering system mentioned in the March 1981 issue is pointed out, and an alternate method is presented. Programs written in BASIC are presented which can be used to encipher messages and help break ciphers. (MP)

Five problems on the generation and study of prime and related numbers are discussed. Solutions to the problems posed will be in next month's presentation. (MP)

This study investigated the relationship between several Piagetian abilities and an information processing capacity, and first-grade children's performance on verbal addition and subtraction problems. Results pointed to a sometimes small but consistent relationship between possession of a cognitive ability and solving an arithmetic problem. (MP)

The uses of random number generators are illustrated in three ways: (1) the solution of a probability problem using a coin; (2) the solution of a system of simultaneous linear equations using a die; and (3) the approximation of pi using darts. (MP)

Data from interviews with pupils who attempted to solve problems involving the appropriate weighing and combining of individual means into an overall mean is reported. For many, dealing with the mean seems to be a computational rather than a conceptual act, with many subjects unable to correctly carry out the task. (MP)

The author recommends allowing elementary students to use pocket calculators, so that they may concentrate on the sense of a math problem without getting bogged down in computation. He presents calculator activities on place value, estimation, and arithmetic operations, suitable for grades 1-6. (SJL)

The use of the randomized response technique as a tool of obtaining answers to sensitive questions is illustrated. Directions for two classroom experiments are included. (MP)

A question posed by Euler is considered: How can polyhedra be classified so that the results is in some way analogous to the simple classification of polygons according to the number of their sides? (MK)

The process and history of the development of artificial intelligence is reviewed. Important achievements are noted. Limitations to possible breakthroughs in this field are noted from philosophers and mathematical logicians. (MP)