In order for microcomputers to be used in an efficient and effective manner in the classroom, the computer should not be used in trivial ways, such as utilizing it as an electronic ditto sheet or as a video textbook. Educators must take advantage of the computer's unique capabilities, including its branching capacity, its graphic mode, and its calculator mode. Microcomputers will afford two types of changes in the mathematics curriculum: computer literacy skills and problem-solving skills. While some excellent software has been developed, a large amount of software available is of poor quality. Selectivity is most important, and poor software must not be tolerated. If computers are to be well utilized in the classroom, teachers must be receptive, motivated, and competent in their use. Crucially, the misuses, misunderstandings, and misdirections by a teacher not well trained could destroy the validity of this technology. Methods feasible for training teachers include informal introductions, inservice, and professional study. (Author/LMM)