Illustrations are provided which show how some algebraic manipulations done prior to doing calculations can eliminate unnecessary storage of data, reduce the total number of needed steps, and avoid overflow. (MN)

Presented is a historical treatment of computational devices that use counters on a checkerboard. The discussion includes works of John Napier, Walter Minto, and Nicholas Saunderson. (MP)

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)

Instruction of three children using calculators for a ten-week period resulted in achievement gains. (MNS)

Presents a study in which a group of 25 undergraduate students was given seven whole- or decimal-number estimations and asked to determine the exact answer using a calculator programmed to give incorrect answers. Points out subjects' lack of confidence in their estimation skills as well as a reluctance to question calculator-produced results.…

Many students can calculate the arithmetic mean but do not understand the concept. The article presents four activities designed to help elementary and middle school students develop this concept. The activities presented assume previous exposure to the computational algorithm for the arithmetic mean. (Author/EK)

The author presents two activities for practice with numbers and calculation. The first is an arithmetic adaptation of the familiar game of "Concentration" while the second is an unusual representation of addition, subtraction, and some properties of negative numbers. (Author/MN)

Activities with balance beams were used to motivate students and help them to learn basic mathematical principles. Illustrations are included. (MNS)

It is noted that defining subtraction independently of addition through use of physical objects can help one to illustrate the non-commutativity of this operation. Lack of awareness of the importance of the order of the digits may be a primary cause of errors in compound subtraction. (MP)

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)

Case studies investigating the effectiveness of procedures undertaken to develop number sense and basic computational skills in (n=12) learning disabled students in a K-1 classroom found that all students were successful in recognizing and matching the numbers 0 through 5 and adding sums to 5. (13 references) (Author/MKR)

Discusses the use of middle-school students' natural understanding of large numbers to introduce the concept of infinity. Presents activities that investigate infinite sets by demonstrating a one-to-one correspondence between the counting numbers and the given set. Examples include prime numbers, Fibonacci numbers, fractions, even and odd numbers,…

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)