The difference between estimation (the mental skill of making an educated guess) and approximation (finding a result precise enough for a specific purpose) is discussed. (MNS)

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)

Use of calculators rather than computers or paper and pencil when calculators can do the job is stressed. When the use of calculators is more appropriate is indicated. (MNS)

Provides a rationale for using calculators to study large numbers in the elementary school. Suggests that calculators be used to encourage children to develop their interest in large numbers, to become more adventurous in their explorations of them, and to stimulate their curiosity in their occurrence. (JN)

Student access to programmable calculators and computer terminals, coupled with a familiarity with baseball, provides opportunities to enhance their understanding of the binomial distribution and other aspects of analysis. (MP)

Described are ways that errors of magnitude can be unwittingly caused when using various supercalculator algorithms to solve linear systems of equations that are represented by nearly singular matrices. Precautionary measures for the unwary student are included. (JJK)

Algebraic calculators with symbolic manipulation capabilities are tools in some classrooms for 14-19 year olds, and their use in learning and teaching mathematics is likely to increase over time. Explains the reports of government-initiated working groups that consider the implications of their use in academic mathematics examinations for…

References on calculators are provided for elementary school teachers. These references (grouped according to background reading, ideas for students and teachers, and child-ready material) include author(s), title, source, and a brief description. (JN)

This paper presents teaching strategies and examples developed for a two-semester sequence in quantitative problem solving, specifically outlining a non-calculus derivation of linear regression formulas supported by the graphical display of the TI-83 calculator to visualize the minimization of the sum-squared vertical distances. The paper…

Discusses various ways to explore graphs on the TI-82 graphing calculator by using the three different cursors: the free-moving, trace, and result cursors. (MKR)

Contains tips from readers about using technology in the classroom, including notebook computers, classroom sets of calculators, geometry software, LOGO software, publisher discounts, curriculum materials in CD-ROM, and volunteer help in computers and computer networking for schools. (MKR)

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)