The author redefines basic numeracy as the ability to use a four-function calculator sensibly. He then defines "sensibly" and considers the place of algorithms in the scheme of mathematical calculations. (MN)

Calculator use by kindergarten and first-grade pupils was examined to see whether they could perceive and use the "counter button." Results indicated pupils at this age could use calculators as a tool, and further research is encouraged. (MP)

The effect of the use of hand-held calculators on the arithmetic curriculum is explored. (SD)

This book is based on the underlying philosophy that mathematics learning at the elementary level should be active. Children should learn through meaningful hands-on activities with manipulative materials, pictures and technology. More than 400 pupil activities and suggestions for designing more activities are described. Because mathematics is to…

One of five volumes intended to help teachers of mainstreamed handicapped students, the book presents twelve papers on teaching mathematics. Eight papers address instructional techniques for basic skills and problem solving: "Modalities--One Technique to Mainstream in Mathematics Instruction" (G. Rossi); "Computation Errors--Are We Treating A…

The author suggests that the efficient use of mathematics in everyday life means translating situations into mathematical contexts, using a calculator and mental methods of calculation. Suggestions for teaching these concepts are included. (PK)

Takes issue with those who advocate the use of calculators in mathematics education. Rebutts four specific ideas relative to the use of calculators in school mathematics and argues that calculators may not be appropriate in teaching mathematics. (PK)