THIS GUIDE EXPLAINS HOW A COMPUTER MIGHT BE USED IN MATHEMATICS EDUCATION IN CONJUNCTION WITH THE REGULAR COURSE OF STUDY. STARTING WITH THE PREMISE THAT A CHILD WHO LEARNS TO OPERATE A COMPUTER IS LED BY HIS NEW SELF ESTEEM TOWARD A GREATER INTEREST IN HIS COURSES, THE AUTHORS STATE THAT COMPUTER EDUCATION WILL ALSO MEET THESE OBJECTIVES--(1) INCREASE SKILLS, (2) AID IN CONCEPT UNDERSTANDING, (3) INCREASE PROBLEM SOLVING ABILITY, (4) STIMULATE INDIVIDUAL RESEARCH, AND (5) DEVELOP DESIRABLE HABITS. THE OPERATIONAL PROCEDURES OF COMPUTER USE AND THEIR UNDERLYING IDEA OF FLOW CHARTING ARE THEN EXPLAINED IN THE GUIDE. THESE INCLUDE THE COMPUTER SYSTEM, CLARIFICATION OF COMPUTER CAPABILITIES, CHARACTERISTICS OF THE WYLE SCIENTIFIC, AND LOOPING PROCESSES. PRACTICE PROBLEMS ARE PROVIDED AT THE END OF EACH TOPICAL DISCUSSION, AND A SEPARATE CHAPTER PROVIDES EXAMPLES AND METHODS OF ATTAINING COMPUTER EDUCATION OBJECTIVES. ALSO EXPLAINED ARE DIFFERENT NUMBER NOTATION SYSTEMS, AIDS TO USING COMPUTERS, AND FORTRAN PROGRAMING. APPENDICES INCLUDE SOME POPULAR COMPUTER LANGUAGES, A GLOSSARY, A TABLE OF POWERS OF 2, AND A BIBLIOGRAPHY. TRANSPARENCY MASTERS ARE PROVIDED SEPARATELY. (JO)