Despite the importance of computational estimation skill for the improvement of number sense, little research exists on preservice teachers' estimation skills and their view on estimation in the US context. This study examined the computational estimation skill of 58 preservice elementary teachers (PSTs) and its relationship to their views of the…

There are many available technologies that can assist future teachers to deliver instruction. The purpose of this paper is to provide a brief review of literature identifying available technology tools in mathematics education and which technologies are selected by PSTs to design mathematics lesson activities. The most commonly used and available…

In order to stimulate further discussion, this article addresses issues concerning calculator use in elementary school mathematics such as: Is computation still important in elementary school? How would a calculator-driven curriculum look? When is calculator use appropriate? and How should calculators be used? (Author/MKR)

The beliefs of preservice elementary-school teachers regarding the use of basic calculators and "Illuminations" activities were investigated. The goals of the study were to describe preservice teachers' beliefs, identify the sources of those beliefs, and determine which interventions successfully modify them. Participants included 210…

Explores the myths surrounding the use of calculators in primary school. (Author/CCM)

An eight-step teaching guide to help elementary students become familiar with electronic calculators. (Author/SJL)

The author points out the usefulness of the ALP minicalculator program with learning disabled learners and introduces a novel aspect of the program--a new method of dealing with fractions via the calculator in which decimal answers are converted to equivalent fractions. (SBH)

Describes a study in which fifth-graders learned how to operate electronic calculators and used them on a mathematics achievement test. The results indicated that the children with calculators outperformed the control children on the straight computational problems but did more poorly than the controls on thought problems. (JMB)

Provides a rationale for using calculators to study large numbers in the elementary school. Suggests that calculators be used to encourage children to develop their interest in large numbers, to become more adventurous in their explorations of them, and to stimulate their curiosity in their occurrence. (JN)

This short quiz for teachers is intended to help them to brush up on their calculator operating skills and to prepare for the types of questions their students will ask about calculator idiosyncracies. (SJL)

Debates the place of standard methods, the calculator, and mental mathematics in elementary education. Proposes a framework for computation that emphasizes a sequence for introducing computational procedures. (ASK)

This first in a series on the programable calculator presents a chapter on the basic operations. The series is written for a particular calculator, Hewlett-Packard's HP-25. (MP)

References on calculators are provided for elementary school teachers. These references (grouped according to background reading, ideas for students and teachers, and child-ready material) include author(s), title, source, and a brief description. (JN)

The author looks at the educational merits of some of the new hand-held computer games, such as "The Little Professor,"" Speak and Spell," and "Astrowar." Games are grouped in five categories: mathematics; spelling and words; pattern-logic; strategy sports games; and miscellaneous. Manufacturers and prices are provided. (SJL)

Two games and one activity designed to be used with a hand-held calculator are presented. (MK)