Choosing mental, written, or calculator procedures is important for children to learn. Children should be encouraged to be flexible and consider alternatives when doing mental calculation. Developing mental skills, symbols and rules, and numbers in context are each considered. (MNS)

Support of the need for more emphasis on mental arithmetic in the classroom is given. Classroom methods and activities for developing skill in mental arithmetic are included. (MN)

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)

The use of the programmable calculator is discussed for obtaining numerical solutions to equations. The program is listed and the method illustrated. (MP)

Presents an experiment for teachers to determine whether rote or reason has greater influence upon the way students think about computation. Provides some observations and concerns, and discusses needed changes in thinking and practice for teaching mathematics. (ASK)

The Japanese, Chinese, and Russian abaci are described. Policies of the Japanese Education Ministry with regard to calculation are briefly discussed. (SD)

Presents a problem introducing pupils to the ideas of consecutive and integer while practicing addition. Investigates the overall pattern of results with regard to formulating some general results, considers the algebra of the problem, and suggests proofs of why some numbers can and others cannot be formulated in this way. (ASK)

Presents worksheets for students to practice substituting whole numbers into fairly simple symbolic expressions. (MKR)

The author discusses factors to consider when choosing a hand calculator power supply, size, functions desired, range and accuracy, amount of use, and display. (SD)

Using negative digits in writing numerals and in calculation is explained. This is the second article in the series; for the first, see Vol. 1, No. 7, Nov., 1972, pp. 8-9. (DT)

The author argues that the idea of canonical elements provides a coherent relationship between equivalence relations, the basis of modern approaches to too many mathematical topics, and the traditional aspect of computation. Examples of equivalent relations, canonical elements, and their calculations are given. (MK)

Indicates that there has been a lot of work done and that a great deal needs to be done in the future to explore the world of children's early number. Discusses the counting, the use of algorithm, practical mathematics, the use of manipulatives, individual differences and pedagogical concerns, and classroom applications. Contains 18 references.…

Conjecture and proof, as opposed to numerical calculation, are presented as being the primary focus for teaching mathematics. (MP)

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)

Presents a mathematical problem on calculating the length of a groove on a long-playing record. Analyzes the problem-solving stages by using two methods of estimation or calculation. (ASK)