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

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…

A calculator activity, described as a bingo game, emphasizes speedy calculations as well as problem solving. (JT)

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

Presented are several suggestions for teaching elementary school mathematics with technology. Activities use calculators and microcomputers for teaching multiples. (RH)

Explores how to use Gardner's Multiple Intelligence theory to help students' master multiplication. Focuses on helping children use their different intelligence strength to attain conceptual understanding of multiplication, develop their own thinking strategies for harder facts, and build mastery through practice and problem solving. (KHR)

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)

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)

This study attempted to identify the things that help elementary school students solve verbal problems. Among the types of things included for examination were: the attributes of problems, the tools used, and the problem transformations that were possible. The summary of findings is comprised of 29 diverse types of statements grouped under four…

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)