This guide provides students with practice for all the major types of graphs they are likely to encounter. It includes information on graphs of various families of algebraic functions; bar, line, and circle graphs; the creation, reading, and interpretation of graphs; and the use of graphing calculators. (MVL)

Why calculators should be used for testing, as well as for instruction, is discussed. The focus of the curriculum would shift from computation to deeper development of concepts and to mathematical modeling. A broader curriculum would result. (MNS)

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)

Reviews 10 years of graphing calculators. Examines the issues associated with them and attempts to confront some questions such as, for the teacher, whether graphing calculators should be used in instruction. (ASK)

Describes the development of computers and calculators, noting intitial resistance to and later acceptance of calculators in the classroom. Advocates teaching children to perform simple calculations and stresses estimation skills over speed and accuracy for doing long, complicated computations. Includes recommendations for classroom calculator use…

These guidelines were developed to provide assistance to Alberta schools in the development of policy for the use of calculators in classrooms, and also to provide some assistance to teachers in planning appropriate experiences for students. A position statement advocating the use of calculators as both instructional and computational aids is…

Comparing calendar years and planetary years serves as the basis of a calculator problem. (MP)

A program is presented which enables a programable calculator to become a device to check the arithmetic computational skills of students. (MP)

Changes in school mathematics in Britain during the period 1944 to 1984 are discussed. The Jeffery Syllabus of the 1940s, agitation for change in the 1950s, projects in the 1960s, and evaluation and the advent of the calculator in the 1970s are each included. (MNS)

This document presents keystrokes for the Texas Instrument (TI-83) graphing calculator. After presenting some basic TI-83 keystrokes, activities for student practice are listed. This is followed by keystrokes for TI-83 advanced functions such as evaluating function values, finding the zero of a function, finding the intersection of two graphs,…

Described is the calculator's place in the classroom and its potential for reshaping our computationally oriented curriculum. Activities are suggested for ways calculators can effectively be used to develop four types of mathematical thought. (Author/DS)

Presents an activity in which students try to find the least common multiple (LCM) for two numbers using calculators. (ASK)

Presents an activity using the familiar fairy tale "Cinderella" to provide the context for stimulating mathematical thinking about a real life problem. Makes use of graphing calculator technology to investigate the relationship between shoe sizes and shoe lengths. (ASK)

This issue of Mathematics Education Dialogues focuses on the use of calculators in the mathematics classroom. The eleven articles on this theme include: (1) "Groping and Hoping for a Consensus on Calculator Use" (Zalman Usiskin); (2) "Let's Abolish Pencil-and-Paper Arithmetic" (Anthony Ralston); (3) "Do We Need Calculators?" (Kim Mackey); (4) "How…

A distinction is made between estimation and checking, and an analysis of standard errors made on calculators when pupils are checking answers is given. (MP)