This article argues that mathematical knowledge, and its related pedagogy, is inextricably linked to the tools in which the knowledge is expressed. The focus is on digital tools and the different roles they play in shaping mathematical meanings and in transforming the mathematical practices of learners and teachers. Six categories of digital…

Describes the results of a teacher's exploration of the effects of using graphing calculators in calculus instruction in sections other than those that are experimental. Two experimental and two traditional sections of Calculus I and II participated in the study. (DDR)

Discusses the heated debates in education recently over the use of calculators in mathematics. Argues for the urgent need of calculators to be introduced into arithmetic lessons in primary schools. (ASK)

The use of the calculator is suggested in teaching algorithms for the four basic operations, in place of any difficult standard algorithm. (MP)

Changes in school mathematics in Britain during the period 1944 to 1984 are discussed. The Jeffery Syllabus of the 1940s, agitation for change in the 1950s, projects in the 1960s, and evaluation and the advent of the calculator in the 1970s are each included. (MNS)

Six common fears that prevent school use of calculators are discussed. Included are a number of positive uses of calculators in the primary grades that teach new concepts rather than simply reinforce those already learned. (MP)

Some of the changes in mathematics curriculum and pedagogy suggested by the calculator are described and discussed. (MK)

Calculators have made the arithmetic curriculum obsolete in both scope and sequence. Calculators can perform each operation as easily as any other. We should be asking if there is ever a time when we should trust paper-and-pencil computation. (MNS)

This paper was written as a discussion guide for participants at an Australian conference. How calculators and computers might affect the curriculum is discussed, with questions focused on what mathematics should be taught, when, why, where, and how. (MNS)

The Mathematics Department at Borough of Manhattan Community College (BMCC) (New York) has been actively involved since 1988 in a serious and successful program to improve instruction, understanding, and retention for women and minority students in calculus courses. One result of this work has been students creating calculus animations using…

This compilation of references on calculators covers the uses of calculators in the primary, middle, and lower secondary grades. It includes the greater part of the relevant literature available in the English language up to the summer of 1981. Selection of the American literature is rigorous, while the list of recent publications in the United…

Using calculators (and computers) to develop an understanding and appreciation of statistical ideas is advocated. Manual computation as a prerequisite for developing concepts is negated through several examples. (MNS)

The outcomes of a conference on computing in school mathematics, held in March 1984, are summarized. Recommendations on curriculum, instruction, and teacher education are included. (MNS)

This report of a March 1984 conference presents recommendations on technology and curriculum at the elementary, middle school, and secondary school levels; instruction; and mathematics teacher education. (MNS)

Describes a research study that determined that calculus educators are slow to use technologies in instruction because they perceive a lack of clarity regarding the use of technology, technology is rapidly changing, and using technology requires too much time and effort. (DDR)