Using the calculator to do addition and multiplication in base 2 is discussed, with the stress on how to change numbers from one base to another using the calculator. (MNS)

The method described here converts a given problem in a base other than ten to a related problem in base ten, solves the related problem in base ten, and converts the answer back to the original base. Limitations are discussed. (MP)

Activities for providing practice in estimating sums and products using calculators are presented. Worksheets are included. (MN)

Calculator use by kindergarten and first-grade pupils was examined to see whether they could perceive and use the "counter button." Results indicated pupils at this age could use calculators as a tool, and further research is encouraged. (MP)

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

This study was an attempt to provide some evidence on the effects of calculator usage with primary-age children. Specifically, the study compared the performance of children who had access to calculators for an extended period of time, and whose teachers used calculators in specified instructional ways, with children who did not have access to…

Refinements of work with calculator algorithms previously conducted by the author are reported. Work with "chaining" and the doing/undoing property in addition and subtraction was tested with 24 third-grade students. Results indicated the need for further instruction with both ideas. Students were able to manipulate the calculator keyboard, but…

Reported is a teacher's efforts to introduce mental methods in arithmetic to seven-year-olds over a four-week period. (PK)

Directions for making a device that parents can use to help children practice basic skills are given. (MK)

Limited systematic instruction was provided for two third-grade classes on a calculator-assisted approach to solving selected types of simple open addition and subtraction sentences involving three-place whole-number addends, moving from a Guess-and-Test procedure to more direct and efficient sentential transformations. Pupils exhibited a…

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)

This study attempted to identify the things that help elementary school students solve verbal problems. Among the types of things included for examination were: the attributes of problems, the tools used, and the problem transformations that were possible. The summary of findings is comprised of 29 diverse types of statements grouped under four…

The author suggests that the efficient use of mathematics in everyday life means translating situations into mathematical contexts, using a calculator and mental methods of calculation. Suggestions for teaching these concepts are included. (PK)

This module is the third in a series of 12 learning modules designed to teach occupational mathematics. Blocks of informative material and rules are followed by examples and practice problems. The solutions to the practice problems are found at the end of the module. Specific topics covered include calculator addition, adding measurements of…

Research Ideas for the Classroom is a three-volume series of research interpretations for early childhood, middle grades, and high school mathematics classrooms. Each volume looks at research from the perspective of the learner, the content, and the teacher, and chapters are co-authored by a researcher and a teacher. Chapter titles in the early…