An instructional method using flow-chart symbols to make mathematical abstractions more concrete was implemented for a year in a technical mathematics course. Students received instruction in computer applications and programming in the BASIC language in order to increase motivation and firm the mathematical skills and problem-solving approaches necessary for understanding. The flow-charting technique was used only when appropriate, for example, to teach a new procedure which was presented as an algorithm; to clarify proofs of mathematical rules; to help students solidify concepts; and to analyze English descriptions of quantitative problems. Year-end results included development in students' mathematical abilities and noticeable improvement in their understanding of a variety of topic areas. In addition, the following attitudinal improvements were observed: (1) increased quantity of the work done outside of class; (2) lively class participation; (3) high attendance; (4) use of conference time with instructors; (5) seeking of extra mathematics sessions; (6) decrease in math anxiety; and (7) improved retention of concepts. The appendix includes exercises, flow charts and other matherials used in the course. (LAL)