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)

This section has four topics: (1) sample mathematical competency problems for Indiana Elementary Teachers circa 1920; (2) an unusual problem suitable for calculators; (3) a unique way for teaching rounding off numbers; and (4) student construction of problems that create words on calculator displays when they are turned upside down. (MP)

Concern is expressed that educators are rushing to purchase computers while calculators are being forgotten. The approach promoted is schools should make both calculators and computers an integral part of the mathematics curriculum. Calculators are noted as accepted learning tools that don't have deleterious effects on computation skills.…

Ten factors that can lead to a lack of use or misuse of hand-held calculators in elementary school mathematics are reviewed. (MP)

A proposal to shift to a conceptually oriented curriculum using the calculator as an instructional tool and to eliminate the teaching of complex computations in elementary school is presented. (MP)

A sequence of activities is presented that has been used to explore powers of numbers and patterns with middle school students. Experiences with use of this sequence are noted. The material is designed to serve three instructional purposes, which are noted at the conclusion. (MP)

Calculators that have the constant arithmetic feature are promoted, and examples of ways this feature can be used in lessons are presented. (MP)

A plan used successfully in the classroom to introduce pupils in grades one through six to calculators is outlined. It comprises a sequence of activities designed to help teachers have a good start when they take the first steps introducing calculators to students. (MP)

Three activities which require a calculator with integer division capabilities are presented. In each activity, procedures and questions for discussion are included. Game boards, samples, and answers are included where appropriate. (CW)

Argues that the type of calculator that is used in mathematics instruction is very important. Suggests that four-function calculators fail to give correct values of mathematical expressions far more often than do scientific calculators. (PK)

Presents a summary of the arguments for and against calculator use in teaching mathematics. Includes an overview of research and suggestions for calculator use in the classroom. (PK)

Provides two activities. Discusses the use of a computer and a calculator for the activities. Presents BASIC and LOGO program for finding Pythagorean triples. Seven references are listed. (YP)