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)

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

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

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)

Procedures for using a calculator to check addition and subtraction problems in bases less than 10 are described. (SD)

The authors provide a list of calculators which have a capacity for handling programs, and a list of programs for such calculators which are available at cost. They argue that the use of these materials at many levels of mathematics instruction enhances both motivation and understanding. (SD)

The objective were to explore some of the ways in which the calculator can be used and to determine the effects. Areas covered are: computation, mathematics readiness, problem solving, and discovery learning. (MP)

The authors propose that electronic calculators can be perceived as function generators rather than mere computational aids and can be used to investigate function concepts such as domain, range, composition, inverse, correspondence and so on. (MN)

A program utilizing minicalculators in a mathematics class at the eighth grade level is described. The recommendation is made that the utilization of calculators not exceed one experience per week. (MN)

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