Studied for three years were eight Swedish classes with pupils aged 10-12 using calculators whenever they could be of use, along with experimental textbooks. The experimental classes were as competent as control classes in mental arithmetic and calculations with simple algorithms, and had better understanding of numbers and problem solving. (MNS)

How children perceive doubling and halving numbers is discussed, with many examples. The use of calculators is integrated. The tendency to avoid division if other ways of solving a problem can be found was noted. (MNS)

What students need to know in a world where most computations are done by machine is discussed. Needed changes in the mathematics curriculum are then detailed in relation to mental arithmetic, numeration, decimals and fractions, paper-and-pencil computation, order of operations, problem solving, and instruction on calculator use. (MNS)

The difference between estimation (the mental skill of making an educated guess) and approximation (finding a result precise enough for a specific purpose) is discussed. (MNS)

Describes the method to solve problems called T-E-M-T-T: trial, error, and modified trial through technology. The method integrates students' skills of estimation, mental computation, and appropriate choice of calculator use. Includes 2 activities for each of grades K-4 and 5-8 that illustrate the method. (MDH)

The calculator is used to obtain values for use in graphing curves. Three worksheets are included. (MP)

Describes the development of computers and calculators, noting intitial resistance to and later acceptance of calculators in the classroom. Advocates teaching children to perform simple calculations and stresses estimation skills over speed and accuracy for doing long, complicated computations. Includes recommendations for classroom calculator use…

Two games and one activity designed to be used with a hand-held calculator are presented. (MK)

Ways of using the calculator as a vehicle for investigating one aspect of the square root concept are illustrated. (MK)

An example is given of a class of problems whose solutions require the use of a scientific calculator in order to plot the graphs. (MP)

Described is an activity demonstrating how a scientific calculator can be used in a mathematics classroom to introduce new content while studying a conventional topic. Examples of reading and writing large numbers, and reading hidden results are provided. (YP)

Described is a calculator race that is designed to require a fast touch with the calculator and also the ability to apply mathematical knowledge. Sample questions are given. (MP)

Repeatedly taking the square root with a calculator yields numbers with logarithmic-type properties, which can be used to define the logarithm functions. (MP)

Comparing calendar years and planetary years serves as the basis of a calculator problem. (MP)

A program is presented which enables a programable calculator to become a device to check the arithmetic computational skills of students. (MP)