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The four monsters are introduced to computers by Big Bill, who brings them a package and instructions for hooking up and using what is inside

This report describes a workshop on developing a set of three introductory mathematics courses using new pedagogical techniques and computer technology. The courses provide underprepared students with multiple entry points into the study of mathematics and serve as a gateway for students' continued study of mathematics. These workshop courses in quantitative reasoning, statistics, and calculus abandon the traditional lecture approach in favor of an interactive format in which students work collaboratively on activities designed to help them explore and discover mathematical ideas for themselves. This document contains an executive summary detailing the project overview, purpose, background and origins, project description, evaluation/project results, and conclusions. (ASK)

The use of technology in schools has been one of the most debated topics around mathematics education. In some countries there is a huge investment, in others there is a down-scaling. Malaysia decided in 2013 to put its 10 million students to use Google laptops and Google apps, while Australia in the same year decided it would not continue funding their own high school laptop program. Who is right from the educational point of view? The last major curriculum document written in the world to date, the Common Core State Standards (CCSS) in the United States, whose mathematics part is coordinated by the well known mathematician William McCallum, sets as one of its standards for mathematical practice: "Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software." Strong moves need substantiation from research, including the analysis of the existing situation in different countries. What does research say about the use of computers in schools in present time and the use of different pieces of software from spreadsheets to computer algebra systems?

The use of technology in schools has been one of the most debated topics around mathematics education. In some countries there is a huge investment, in others there is a down-scaling. Malaysia decided in 2013 to put its 10 million students to use Google laptops and Google apps, while Australia in the same year decided it would not continue funding their own high school laptop program. Who is right from the educational point of view? The last major curriculum document written in the world to date, the Common Core State Standards (CCSS) in the United States, whose mathematics part is coordinated by the well known mathematician William McCallum, sets as one of its standards for mathematical practice: "Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software." Strong moves need substantiation from research, including the analysis of the existing situation in different countries. What does research say about the use of computers in schools in present time and the use of different pieces of software from spreadsheets to computer algebra systems?

A listing of awards made by the Division of Science Education Development and Research (SEDR) of the National Science Foundation (NSF) during fiscal year 1980 and 1981 and selected related projects supported in earlier years is presented. All references made to actual award amounts are noted as subject to adjustment by financial statements prepared by NSF at the close of fiscal years reviewed. It is noted that purchase orders, funds for personnel as provided in the Intergovernmental Personnel Act, and International Travel Awards are excluded from the report. The document opens with a discussion of pre-college mathematics using computers, which looks at: (1) the role of the National Science Foundation; (2) changes that are possible; (3) the projects; and (4) the future. This portion considers questions such as: (1) What are some of the substantive improvements in the mathematics curriculum that the computer makes possible? (2) Can young children learn mathematics using computers? and (3) What new equipment seems to be useful? The bulk of the document is devoted to a presentation of project summaries. The table of contents refers to projects alphabetized first by states, and then by institutions within each state. (MP)

A person with a learning disability usually has average or above average intelligence, but has difficulty taking in, remembering, or expressing information. Learning disabilities can involve visual processing speed, short-term memory processing, fluid reasoning, and long-term memory retrieval. These disorders are intrinsic to the individual and occur across the life span. Improved special education in elementary and secondary schools has led to a substantial increase in the enrollment of learning disabled students in universities and community colleges. In a 1991 report, as many as 9% of first-time, full-time college freshmen reported having at least one learning disability, representing a 300% increase since 1978. Addressing the needs of this growing, non-traditional population requires teachers to reconsider traditional instructional formats. In mathematics instruction, research indicates that the lecture method is not particularly effective. Additionally, research has shown that computer assisted instruction (CAI) increases the levels of mathematics learning for low-achieving student, and shows some promise in meeting the needs of students with mild learning problems. In addition to CAI, cooperative learning approaches, in which students teach one another, may help to dislodge the traditional lecture method and help make remedial courses more effective. Tutors should be adept at integrating computers into the tutoring experience, and should be trained to deal effectively with special populations, such as the learning disabled. Contains 15 references and sample computer-oriented math problems are included. (PAA)

This collection of case studies of classroom experiences in middle and secondary schools throughout the European Community describes the use of computers in mathematics education. The 16 studies are organized in four main groups: (1) experience in geometry using educational software and Logo in grades 5-10; (2) arithmetic number concepts, statistics, and probability in grades 6-7, using computers to work with numbers and simulate random events; (3) the concept of numerical function and its graphical representation in grades 10-11, including calculus, algebra, and trigonometry; and (4) new topics or new approaches to the mathematics curriculum in grades 11-12, including modeling and combining mathematics and computer science concepts. Further characteristics of the case studies include (1) the different kinds of software--games, tutorial-practice, programming languages, microworlds, spreadsheets, databases, and subject oriented flexible tools, such as MathCad; (2) the origins and nature of the teaching and learning process--group work, problem solving, exploratory activities, searching and interpreting information; and (3) patterns of classroom organization--mathematics laboratories, resource centers, and computers in the classroom. The annexes contain the names and addresses of the teachers and a list of the software packages described in the case studies. (ALF)

In 2008, Mongolia took part in One Laptop per Child (OLPC) project. Since that time, over 10,000 students in grades 2-5 in 43 primary education schools are using XO computers. This paper presents the findings of a study conducted in 2012 to evaluate the impact of the OLPC initiatives on students' literacy and math skills. This study covered 14 primary schools, of which 7 received XO computers and other 7 did not receive XOs. The schools were located in four provinces and two districts of Ulaanbaatar city of Mongolia. Over 2,000 5th grade students in these 14 schools were tested on Math and Reading skills, based on items from the 2008 National Primary Education Assessment. In addition to these tests, students were asked to respond to a questionnaire, which consisted of demographic and ICT-related questions and computer attitude measure for young student instrument. The findings of the study indicate that the use of XO may have enhanced students reading skills controlling for students' gender, math scores, and hours spent for watching TV, doing homework and earning money.

In 2008, Mongolia took part in One Laptop per Child (OLPC) project. Since that time, over 10,000 students in grades 2-5 in 43 primary education schools are using XO computers. This paper presents the findings of a study conducted in 2012 to evaluate the impact of the OLPC initiatives on students' literacy and math skills. This study covered 14 primary schools, of which 7 received XO computers and other 7 did not receive XOs. The schools were located in four provinces and two districts of Ulaanbaatar city of Mongolia. Over 2,000 5th grade students in these 14 schools were tested on Math and Reading skills, based on items from the 2008 National Primary Education Assessment. In addition to these tests, students were asked to respond to a questionnaire, which consisted of demographic and ICT-related questions and computer attitude measure for young student instrument. The findings of the study indicate that the use of XO may have enhanced students reading skills controlling for students' gender, math scores, and hours spent for watching TV, doing homework and earning money.