Discussed are solutions to the problem "What is the expected number of rolls for the total first to exceed 6?" Several algebraic solutions are presented. A computer program which may be used to simulate this problem is included. (CW)

Discusses the use of computers to teach proofs. Presents some possibilities of computer use in teaching proofs. (ASK)

The Optimizer in Quattro Pro and the Solver in Excel software programs make solving linear and nonlinear optimization problems feasible for business mathematics students. Proposes ways in which the Optimizer or Solver can be coaxed into solving systems of linear equations. (ASK)

This study investigated the development of students' abilities to see connections between algebraic equations and life-situated relationships during an extended problem solving experience. The design problem required students to analyze some aspect of their socio-physical environment for cause and effect and to generate a dynamic model using the…

This CD-ROM contains the lectures, abstracts, workshops, and posters of all participants in the Third International Conference on Technology in Mathematics Teaching (ICTMT 3). Various topics on teaching mathematics with technology are reviewed and some software and demos are also included. Main talks focus on such topics as graphing calculators,…

Uses SimCalc MathWorlds, which is downloaded from the World Wide Web, to engage students in algebraic problem-solving activities. Uses software to animate characters by creating graphs of position and velocity. (YDS)

Discussed is an application of the computer software package, "Mathematica," to solve typical optimization problems from freshman calculus. An example of the use of this method is provided. (CW)

Uses three computer software programs to help students develop algebraic reasoning. Programs include spreadsheets, Logo programming language, and Teasers by Tobbs. (ASK)

Describes the Secant Method, a numerical method to approximate solutions to equations for which symbolic solution methods do not apply. Illustrates the method using the EXCEL spreadsheet program. Discusses instructional implications of utilizing this method. (MDH)

Discussed is the use, importance, and availability of programmed algebraic manipulation packages. The general power summation formula is presented and an example using a programed numerical verification package is provided. (KR)

Reflects on activities designed for computer-enhanced in-service training of high school mathematics teachers. Uses a computer-based graphing calculator, a dynamic geometry program, and a spreadsheet program to explore linear algebraic equations that bridge finite and infinite mathematics structures. (ASK)

Presents activities which highlight major concepts of linear programming. Demonstrates how technology allows students to solve linear programming problems using exploration prior to learning algorithmic methods. (DDR)

Discussed is the use of a program called MathCAD which allows students to solve higher order polynomial equations and geometry problems. The use of cooperative learning is emphasized. Included are graphs and part of a printout generated while solving problems with MathCAD. (KR)

Suggested are features which should be considered before selecting a specific interactive graphics package. Features that allow for accurate estimates of roots of functions and solutions to systems of equations are illustrated. Six graphics packages are compared including display, tabular options, misleading graphics, printing options, functions…

Explores the concept of extraneous roots in radical equations using an alternative to traditional algebraic methods. Using calculator- or computer-based graphs, accounts for extraneous roots by examining the four possible cases of systems of equations that can produce the solution to the radical equation. (MDH)