Derivation of the law of radioactive decay is considered without prior knowledge of calculus or the exponential series. Calculus notation and exponential functions are used because ultimately they cannot be avoided, but they are introduced in a simple way and explained as needed. (Contains 10 figures, 1 box, and 1 table.)

In two experiments, we studied how people's strategy choices emerge through an initial and then a more considered evaluation of available strategies. The experiments employed a computer-based paradigm where participants solved multiplication problems using mental and calculator solutions. In addition to recording responses and solution times, we…

This experimental mixed method study examined the effect of memorization of multiplication tables on students' performance in math at the high school level. Students took a diagnostic multiplication test and a comprehensive assessment in various mathematics topics. The study used two methods of testing and similar instruments. In the first,…

People remember information better if they generate the information while studying rather than read the information. However, prior research has not investigated whether this generation effect extends to related but unstudied items and has not been conducted in classroom settings. We compared third graders' success on studied and unstudied…

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

Using the calculator to do addition and multiplication in base 2 is discussed, with the stress on how to change numbers from one base to another using the calculator. (MNS)

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)

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 compares the effectiveness of an electronic calculator, programmed as an immediate feedback device, with the effectiveness of pencil-and-paper exercises without immediate feedback for the learning of the 100 basic multiplication combinations. These two methods were also compared with regular classroom procedures. Subjects were…

Activities for providing practice in estimating sums and products using calculators are presented. Worksheets are included. (MN)

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)

An example of a lesson involving calculators that focused on calculator use is given. An examination of the traditional algorithm by the students led to student-directed investigations. (MP)