The calculator is used to determine the formula for computing annual yield from a savings account. (MP)

The calculator is used to solve certain formidable equations, which arise naturally and which may be difficult or impossible to solve by standard methods, by a method of successive approximations. (MP)

A distinction is made between basic computational skills and skills related to applied mathematics and verbal problem solving. The advantages of using calculators for teaching the latter skills are discussed. (MP)

The concept of percentile is a fundamental part of every course in basic statistics. Many such courses are now taught to students and require them to have TI-82 or TI-83 calculators. The functions defined in these calculators enable students to easily find the percentiles of a discrete data set. (PVD)

Programs for calculating gravity flow using a Texas Instruments SR-52 and the Programmed Manning Equation are given and discussed. (MR)

Four categories of abuses are discussed: calculations, games and puzzles; mystical button pushing; and checking answers. Useful activities are illustrated for the categories of calculations, patterns, exploration, applications, and new content. (MP)

Presented are twenty essays related to applications in school mathematics and aimed at the classroom teacher. The essays use numerous examples and illustrations that provide the teacher with something tangible for immediate use. Four thematic areas are addressed: (1) What are applications?; (2) Why include applications in school mathematics?; (3)…

The calculator is used to help students discover the Rule of 72 which is, in turn, used to investigate problems involving population, inflation, and energy reserves. (MP)

Describes the successful use of a computer algebra system (CAS) with a student as he worked on a problem involving functions far more difficult than he had previously encountered. (Author/NB)

This article presents 12 examples of the use of a calculator in the algebra class. The calculator codes and the mathematical formulas of the examples are presented in the appendix. (Author/YP)

Argues that the effective use of calculators is important for employees in many areas. Suggests ways that schools might incorporate calculators into mathematics instruction. (PK)

Presents activities utilized with primary teachers to alleviate instructional concerns about using calculators and provide reasons for using calculators in their mathematics instruction. Activities address the topics of estimation, number sense, numeration, whole number and fraction operations, probability, and problem solving. (MDH)

An overview of the disadvantages and advantages of the mini-calculator in the public school classroom. While some educators fear students won't learn basic arithmetic and will become dependent on the calculator, others note its value in skill reinforcement, motivation, job preparation, and saving time in the classroom. (SB)

Discusses the possible impact of the electronic calculator on mathematics teaching. A short account of the use of calculators at present in the United Kingdom (UK) and a list of references are also included. (HM)