Steps in organizing a calculator tournament among schools are described, and sample problems used in the tournament are given. (DT)

The impact of hand-held calculators on education is discussed, and areas for future research are identified. (DT)

Suggestions are given concerning the use of the pocket calculator for computations that are too trivial to be processed by a computer but too time-consuming for manual calculation. Several examples from arithmetic, algebra, trigonometry, and calculus are included. (DT)

An exploration approach with calculators that promotes student investigation and development of mathematical processes and concepts is highlighted. The presentation helps to highlight the enormous potential of calculators to facilitate new and imaginative approaches to certain areas of number work, and shows how student interest is promoted. (MP)

A unit on the division of decimals by decimals that used electronic calculators as a teaching aid is described. The learning package created, the operation of the project, and several outcomes are presented. The results strongly indicated that mathematics can be taught using a calculator. (MP)

Some insights are provided into techniques for removing the mystery of how calculators evaluate functions. (Author/MK)

A mathematics course using programmable calculators, which was part of a summer enrichment program for upper elementary and junior high students, is described. (MK)

It is suggested that the reasons for teaching the standard written algorithms for calculations are not out of date. Alternative algorithms, such as mental algorithms, calculators, and nonstandard written methods, are discussed. (MP)

Two problems are presented and discussed as a means of demonstrating that the calculator can play a more important role in the mathematics class than simply as a computational tool. (MP)

Describes six crystallographic programs which have been developed to illustrate the range of usefulness of programmable calculators in providing computational assistance in chemical analysis. These programs are suitable for the analysis of x-ray diffraction data in the laboratory by students. (HM)

Three examples are given illustrating the use of the calculator in problems where determining patterns and making conjectures are stressed. (MP)

Describes three approaches teachers can use to help students understand the computation of numbers: calculator explorations, problem solving, and discussion topics. Specific examples are provided for primary and upper grades. (MDM)

Examines the use of mental, written, and calculator strategies of numerical computation by 56 upper primary students. Finds that students introduced to a "calculator-aware" curriculum make greater use of mental computation, particularly multiplication strategies based on distribution and compensation. Notes implications for models of…

Investigated the long-term influence of a longitudinal calculator awareness approach to numbers on British elementary students' mathematical achievements and attitudes. Teacher and student interviews and student test scores from intervention and nonintervention schools indicated that the curriculum had no substantial long-term influence on…

Examines the idea that the arithmetic calculator can act as a cognitive tool, supporting the amplification or reorganization of systems of thought. Examples were found in which use of the calculator helped pupils work with unusual problem representations and adapt solution strategies in which they focused on planning and monitoring computations…