The decision by the Connecticut State Board of Education to endorse use of calculators on the state's new eighth-grade mastery test was followed by the purchase of calculators for the students. The role of calculators in society and the curriculum is discussed, as well as testing goals. (MNS)

Shows a direct solution for factoring trinomials, without trial and error, using a calculator. When a calculator is not available, the mathematical chore is eased somewhat using reference tables, as shown in two noncalculator methods (determining nonfactorability and factorability). (JN)

Addresses issues related to the use of microcomputers for solving problems. Includes considerations of the impact of software availability, the nature of software for chemical education, general-purpose software, and dedicated software. (JN)

Ways in which classroom calculators enriched, supplemented, supported, and motivated the regular sixth-grade mathematics program are discussed. (DT)

Provided is an activity designed to give grades 7-12 students opportunities to discover numerical patterns and to derive general conclusions from observing data. The activity focuses attention on patterns in products such as 33x34, 333x334, and 3333x3334. Three worksheets and answers are included. (JN)

The problem of finding cube roots when limited to a calculator with only square root capability is discussed. An algorithm is demonstrated and explained which should always produce a good approximation within a few iterations. (MP)

It is concluded: (1) elementary school students enjoy doing problems, but have trouble thinking them out; (2) students need to work on a variety of types; (3) calculator use can definitely help students become better; and (4) students need experience in group work. Details of the instructional approach used are provided. (MP)

An exploration of a problem called solving quadratic congruences modulo p is detailed and is built around an alternate method of deriving the quadratic formula. Three practical pedagogical values that have been experienced by students and instructor when the material was presented to classes are noted. (MP)

Continued fractions and associated sequences are viewed to constitute a rich area of study for mathematics students, by supporting instruction on algebraic and computational skills, mathematical induction, convergence of sequences, and interpretation of function graphs. An iterative method of approximating square roots opens suggestions for…

Ways elementary school teachers might use calculators to help students are noted. A total of nine activities, listed under place value, computation, and estimation, are provided to assist the classroom instructor in effectively employing calculators. (MP)

The need to recognize differing learning styles in children so as not to ignore the gifted but learning disabled student is stressed. The use of games in math instruction is considered and suggestions for presenting word problems in ways which take into account differing styles are offered. (PHR)

Ideas for teaching pupils of the specialized language of calculators before they are used as tools in the classroom are presented. (MP)

Two posters that can provide simulated problem-solving experiences at a corner store are provided. (MK)

Four problems are presented and solutions using a calculator are illustrated. (MK)

Suggests a number of guidelines to serve as a basis for policy on the use of hand-held calculators in the elementary school. (MP)