Discusses the distinction between drawing and constructing in dynamic geometry environments. (MKR)

Discusses the use of Lotus 1-2-3 to create non-stop graphic displays of simulation models. Describes a simple application of this technique using the distribution resulting from repeated throws of dice. Lists other software used with this technique. Stresses the advantages of this approach in education. (CW)

The integrated compiler of the Turbo Pascal environment allows the execution of a completed program independent of the developed environment and with greater execution speed, in comparison with LOGO. Conversion table of turtle-graphic commands for the two languages is presented. (Author/YP)

Describes how to draw lines in centimeter units on a computer monitor with the Logo program. Presents four activities involving drawing geometric shapes. Provides a program to move a turtle slowly. (YP)

Provides a lesson that focuses on three-dimensional graphing, contours, and topographical maps using computer spreadsheets. (ASK)

Describes a method to obtain three-dimensional (3-D) representations of data on a computer using commercial data-plotting or spreadsheet analysis software in any personal computer. (JRH)

Presented are ideas for the utilization of Microsoft Works in the secondary mathematics classroom. The spreadsheet and graphing capabilities of this software package are demonstrated for several topics including the concept of slope for first year algebra, and creating and interpreting graphs for a general mathematics class. (Author/CW)

Discusses a way to help children retain the desire to understand mathematical ideas and to carry out routine procedures. Describes a method using computers to teach linear equations and calculus. Eight references are listed. (YP)

Describes an activity where students draw and fill simple and complex shapes by utilizing the polygon tool in QuarkXPress to create graphics. Explains that this activity enables students to learn how to use a variety of functions in the QuarkXPress program. (CMK)

Provides examples from elementary mathematics principles which illustrate some of the advantages of an interactive mouse-driven animation. Explains the effectiveness of this approach with exercises dealing with a plane of waves and quadratic formulas. (ML)

Encourages using spreadsheets to teach college economics because of their capacity to depict economic models, strengthen logical ability, and manipulate large amounts of data. Lists spreadsheet packages that are available and offers detailed instruction through graphs on how to design and interpret spreadsheets for classroom use. (CH)

Illustrates how muMATH can be used for manipulating abstract differentiation rules, optimization, implicit differentiation, related rules, and verifying the chain rule. (MVL)

Gives definitions of taxicab geometry and the MacDraw format for graphing. In the world of taxicab geometry, movement through the plane is along horizontal and vertical paths. Describes specific application to conic sections, including circle, ellipse, parabola, and hyperbola. Lists five references. (YP)

Discussed are the use of spreadsheets for demonstrating and exploring with the whole class, basic and advanced spreadsheet operations, geometric progressions, and graphing. Teacher responses to these methods are described. (CW)

Describes experiences with turtle graphics to demonstrate motion in a constant gravitational field. Provides the computer program and typical diagrams. (YP)