Despite the importance of computational estimation skill for the improvement of number sense, little research exists on preservice teachers' estimation skills and their view on estimation in the US context. This study examined the computational estimation skill of 58 preservice elementary teachers (PSTs) and its relationship to their views of the…

The purpose of this study was to use calculator-assisted instruction to help two fifth-grade low-achievers learn number sense. The research process includes three stages: (1) pre-test interview to detect what kinds of number sense the students did not have; (2) calculator-assisted instruction to help them develop number sense; and (3) post-test…

Studied for three years were eight Swedish classes with pupils aged 10-12 using calculators whenever they could be of use, along with experimental textbooks. The experimental classes were as competent as control classes in mental arithmetic and calculations with simple algorithms, and had better understanding of numbers and problem solving. (MNS)

What students need to know in a world where most computations are done by machine is discussed. Needed changes in the mathematics curriculum are then detailed in relation to mental arithmetic, numeration, decimals and fractions, paper-and-pencil computation, order of operations, problem solving, and instruction on calculator use. (MNS)

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)

Illustrations are provided which show how some algebraic manipulations done prior to doing calculations can eliminate unnecessary storage of data, reduce the total number of needed steps, and avoid overflow. (MN)

Ways of using the calculator as a vehicle for investigating one aspect of the square root concept are illustrated. (MK)

Suggestions are given for using the calculator in junior high classrooms. Square roots, factoring, and percentages are some topics discussed. A worksheet is included. (MP)

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)

Instruction of three children using calculators for a ten-week period resulted in achievement gains. (MNS)

Offers examples of loss of accuracy when using digital computing devices. Discusses causes for loss of accuracy and methods of preventing loss. Presents implications that loss of accuracy has for mathematics instruction. (MDH)

The objective of this activity is to provide a calculator experience developing and reinforcing the concept of order of operations. Three worksheets are provided that are suitable for reproduction for classroom use. Teacher instructions and answers are provided. (MP)

A method is presented for determining cube roots on a calculator with square root facility that has a rapid rate of convergence. (MP)

A brief account of the controversial arrival of the use of the electronic calculator in schools and examinations in Scotland is given along with suggestions for future calculator usage. (MN)

Exercises are used when beginning work with calculators to help pupils think about what they are doing. Four worksheets are included, with discussion of their objectives. (MNS)