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…

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

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)

Two traditional presentations introducing the calculus of exponential functions are first presented. Then the suggested direct presentation using calculators is described. (MNS)

Discusses numerical methods to compute approximate solutions of a differential equation. Provides a Pascal program for the extended Euler-Heun method. (YP)

Shortcuts to use when performing operations with the calculator are given. Algorithms discussed include reciprocals, powers, parentheses, infinite series, and synthetic division. (MP)

A method is described for finding those numbers which are both triangular and square (named trisqy numbers). A program for a programmable calculator is given, as well as a proof. (MNS)

Provided are some ideas on teaching elementary numerical methods to sixth-form students. Comments are included on the syllabus recently introduced at Advanced Level in Hong Kong. (MNS)

Describes how to teach the solving of multistep problems without recording the intermediate results. Stresses using calculators having memories and necessary functions. Provides activity worksheets. (YP)

Discusses mathematics as analogous to a tree with many branches. Contends that technology, especially the graphing calculator, can help students see the sun and sky through the many branches and leaves. (MKR)

A calculator activity, described as a bingo game, emphasizes speedy calculations as well as problem solving. (JT)

Imaginative ways of using calculators to explore decimal fractions with secondary school and some middle school students are given. Four explorations on terminating and repeating decimals, the length of periods, and relationships are described. An appendix presents mathematical proofs. (MNS)

Discussed are experiences in using the calculator to assess mathematical understanding on the Missouri Mastery and Achievement Tests (MMAT). Data from a calculator group and a no-calculator group at the eighth- and tenth-grade levels are reported. Several items showed differences between groups. (YP)

Describes the Calculator-Aware Number (CAN) curriculum developed by the Primary Initiatives in Mathematics Education (PrIME) project. Summarizes the CAN curriculum as it relates to learning by children and use by teachers. (YP)

This article discusses the impact of symbolic-manipulation systems on secondary school mathematics curriculum. Characteristics and possible roles for the symbolic systems are explored. Four references are listed. (YP)