Use of calculators rather than computers or paper and pencil when calculators can do the job is stressed. When the use of calculators is more appropriate is indicated. (MNS)

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

Elementary school mathematics curricula are being developed that are designed to use calculators. As the calculator-integrated curricula are developed, tests must be developed that involve the use of calculators. Some examples of how achievement tests using calculators would be different are considered. (RH)

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)

Despite numerous recommendations, little has been done to integrate calculator use into elementary school classrooms. Cost, equal access, and the existence of computers are not obstacles to calculator use: our attitudes and beliefs are. What must be done to integrate calculators into the curriculum is outlined. (MNS)

Taking advantage of calculators involves becoming knowledgeable about the research on calculators, recognizing intangible benefits of calculator use, developing an open calculator policy, allowing students to explore with calculators, never requiring calculator checks of paper-and-pencil computations, using standardized tests designed for…

Demonstrates the use of the memory functions on hand-held calculators by presenting three activities that are appropriate for use in middle grades (4-8). The constant arithmetic feature of the calculator is also required. (JN)

These worksheets represent gameboards designed to provide practice in estimation using a calculator. Worksheets are presented for estimation in addition, sums and differences, products, and quotients. (MP)

Six bonuses that students and teachers experience when using calculators are described. Then problem solving and creative problem-making are discussed, followed by practical suggestions for teachers who want to try calculators. Advice on personalizing the use of calculators and recognizing some of their limitations is also included. (MNS)

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)

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

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)

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)

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)