Fourteen topics are discussed that need to be included in the curriculum to make it possible for students to successfully take full advantage of the calculator and its capabilities. These include: underflow, overflow, estimation, scientific notation, powers of ten, rounding, and truncation. (MP)

Teachers and administrators are urged to develop a system-wide policy on the use of the calculator in the classroom. Questions to be considered in the process are listed. (JT)

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)

Impressions are recorded of several aspects of the International Congress on Mathematical Education. The program, curriculum development, calculators and computers, goals for teaching mathematics, and preservice elementary teacher education are briefly discussed. (DT)

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

This is part one of a two-part report of a research project for investigating arguments and attitudes towards the use of the calculator in the classroom; gathering information concerning research studies and their implications; and looking at the curriculum, the calculator's actual classroom use, and calculator-buying costs and recommendations.…

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

A research experiment is described in which the effect of the availability and use of a calculator on seventh graders' mathematics achievement was investigated. Preliminary findings on parental attitude toward the use of calculators and on student achievement are discussed. (DT)

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

The arithmetic needed for complex calculation using an electronic calculator is explained and exemplified. Problems involving square roots, number theory, Fibonacci numbers, and electrical resistances are solved. (SD)

Three preliminary studies and one exploratory main study investigated the effect of calculator use on elementary, middle, and secondary school students' solution methods on routine mathematical problems. Items were identified for which a longer and a shorter solution method existed. Half of the sample worked these using a calculator and half used…

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)

Recommendations concerning the use of calculators in school are given along with the identification of important calculator features and functions with regard to present and expected curricular needs. (MN)

A straight forward process for working in fractions on any calculator is presented. The method involves converting a decimal back into a fraction in its lowest terms. (MN)