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)

Comparing calendar years and planetary years serves as the basis of a calculator problem. (MP)

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

Five calculator activities are described that are designed to explore ordered operations. Suggestions are given on mathematical objectives, strategies for solving, and possible extensions or follow-up activities. (MP)

Several examples are given to show that the calculator can be a tool to enhance mathematical understanding. Expressing rational numbers (fractions) as decimals provides the content focus. (MNS)

Three examples are presented which involve constructions employing a compass, a centimeter ruler, and a calculator. Employing mathematical tools to support understanding and discovery of mathematical principles is viewed as being clearly a desire of mathematics educators, but it is felt such tools are not frequently used to their fullest. (MP)

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)

Research on the usefulness of calculators in mathematics instruction is cited, and some activities using calculators to develop skills with reading numbers, counting, basic facts, multiplication and division, problem solving, estimation, percentages, decimals, patterns, probability, and games are described. (MNS)

Instructional techniques are given for the use of calculators in (1) finding prime numbers, (2) solving trigonometric equations, and (3) solving polynomial equations. (CP)

A collection of calculator activities designed for lower level mathematics students is presented. The calculator is viewed as a tool to provide unmotivated or unskilled pupils with the opportunity to explore mathematical ideas successfully. (MP)

Use of calculators for teaching percent to first-year general mathematics students is explained by addressing such areas as sequence of lessons, teaching/learning problems, calculator errors, and recommended instructional strategies. Teaching concepts independent of calculator usage, not using special percentage keys, and initiating estimation as…

Discusses three methods to teach the order of operations to middle school students: (1) asking students to fill in operations in a statement to obtain a given answer; (2) using mnemonics to remember operation order; and (3) having students discover the logic system used by their calculators. (MDH)

Presents several problems that use calculator or computer-generated graphs of the absolute value function as related to the maximum and minimum functions to illustrate the statistical concepts of range, median, mean, and variance. (MDH)

Presents activities utilized with primary teachers to alleviate instructional concerns about using calculators and provide reasons for using calculators in their mathematics instruction. Activities address the topics of estimation, number sense, numeration, whole number and fraction operations, probability, and problem solving. (MDH)