A game for the HP-25 programable calculator is discussed. The objectives of the game are to introduce angle measurement and the rudiments of trigonometry. A program for the game is given. (MP)

Suggestions for using handheld calculators are given. Students can invent and check their own problems. The calculator can debug problems, provide practice, aid in developing concepts of place value, decimals, order of operations, powers of a number, and evaluation of formulas. (KM)

The role of common fractions in mathematics education and in applications is discussed in light of the increased importance of calculators and the metric system. (MP)

The use of the calculator is suggested in teaching algorithms for the four basic operations, in place of any difficult standard algorithm. (MP)

Instructions are given for using and programing programable calculators. Several problems and examples are given that include topics such as temperature conversion, estimation, and number operations. (MP)

An argument is given in support of the use of hand-held calculators in the elementary grades. (JT)

A proposal that the fullest possible use be made of calculators at all grade levels is discussed. (DT)

Advantages and disadvantages of using electronic calculators in the mathematics classroom are discussed; implications for the teaching of mathematics and for the mathematics curriculum are considered. (DT)

Instruction of three children using calculators for a ten-week period resulted in achievement gains. (MNS)

These worksheets represent gameboards designed to provide practice in estimation using a calculator. Worksheets are presented for estimation in addition, sums and differences, products, and quotients. (MP)

The method described here converts a given problem in a base other than ten to a related problem in base ten, solves the related problem in base ten, and converts the answer back to the original base. Limitations are discussed. (MP)

Six common fears that prevent school use of calculators are discussed. Included are a number of positive uses of calculators in the primary grades that teach new concepts rather than simply reinforce those already learned. (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)

Student reactions to calculators, some pedagogical questions that may need further investigation, and some classroom management suggestions are discussed. (DT)

Five calculator activities are described that are designed to explore ordered operations. Suggestions are given on mathematical objectives, strategies for solving, and possible extensions or follow-up activities. (MP)