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)

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)

This section of the journal contains computational activities designed to be used with a calculator. These activities enable students to practice skills of estimation, skip counting, place value, and computation. (RH)

Computation errors that may occur by expanded use of calculators are discussed. Potential errors with five exact arithmetic examples are described as they are translated into approximate processes. (MNS)

Described is the calculator's place in the classroom and its potential for reshaping our computationally oriented curriculum. Activities are suggested for ways calculators can effectively be used to develop four types of mathematical thought. (Author/DS)

Included are a detailed example of a calculator demonstration, the general principles to be followed in preparing a calculator demonstration, a list of demonstration topics for a calculus course, and some suggested topics for other courses. (MK)