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

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)

This study compares a pencil-and-paper drill strategy with a calculator drill strategy in facilitating the learning of multiplication facts. The results suggest pencil-and-paper drill is more effective. (MK)

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…

How children perceive doubling and halving numbers is discussed, with many examples. The use of calculators is integrated. The tendency to avoid division if other ways of solving a problem can be found was noted. (MNS)

The Cockcroft Report on English Schools recommends that all schools design their syllabuses and examinations on the assumption that all students will have access to calculators. How to use calculators sensibly to improve what is taught and how curriculum content may change are discussed. (MNS)

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

This section contains four worksheets for games on estimation. Impact, Crossfire, Fire One, and Fire Two each require the use of calculators to focus on place value, multiplication, or division. (MNS)

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)

Calculators can be used in primary schools in a number of situations. They are most beneficial when working with large numbers, dealing with real data that leads to complex calculations, performing repetitive calculations, developing concepts, estimating and checking, problem solving, and looking for patterns and/or relationships. But what if the…

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)

Uses of calculators to teach the concept of exponents are described. Topics covered on activity sheets include powers of two, number systems, and powers as repeated multiplication. Cooperative learning is emphasized. (KR)