The place of binary arithmetic in the curriculum is discussed, then uses of binary coding for methods of automatic error correction in computers and calculators are analyzed. (DT)

A method is explained for using the calculator to determine the day of the week on which any given date falls. (DT)

An experimental program using the calculator in third, fourth, and fifth grades is described. Three example lessons are included, on (1) subtraction with regrouping, (2) estimation, and (3) number theory: Quadratics. (MK)

Examples given for uses for the calculator exchange key include: generation of the Fibonacci sequence and geometric series, determination of square roots, and the chief use of the function, which is to interchange the numerator and denominator of a fraction. (MK)

The format of digits in liquid crystal displays (LCDs) on calculators and watches can motivate some simple investigations appropriate for school mathematics. Several sample problems or investigations are provided. (MK)

Developing numerical relationships with calculators is emphasized. Calculators furnish some needed support for students as they investigate the value of fractions as the numerators or denominators change. An example with Logo programing for computers is also included. (MNS)

Examples are given of how calculator-sized pocket computers, which can receive, store, and execute BASIC programs, can be used in mathematics classrooms. (MNS)

Presents the general postage-stamp problem on Diophantine equations. Discusses ways to uncover all solutions to the problem. (ASK)

Presents a study in which a group of 25 undergraduate students was given seven whole- or decimal-number estimations and asked to determine the exact answer using a calculator programmed to give incorrect answers. Points out subjects' lack of confidence in their estimation skills as well as a reluctance to question calculator-produced results.…

Presents an activity in which students build their flexibility in using numbers and explore the connections between numbers and their representations with base-10 materials using the TI-15 calculator. (ASK)

The authors provide activities for overcoming some fraction misconceptions using calculators specially designed for learners in primary years. The writers advocate use of the calculator as a way to engage children in thinking about mathematics. By engaging with a calculator as part of mathematics learning, children are learning about and using the…

These worksheets deal with sums of numbers. Students are asked to find the relationship between the last number in the series, the number of addends, and the sum. (MP)

Using calculators (and computers) to develop an understanding and appreciation of statistical ideas is advocated. Manual computation as a prerequisite for developing concepts is negated through several examples. (MNS)

Some limitations of computing with calculators and computers are described, with particular reference to typical computations which might be performed by senior secondary school students. Types of errors, the laws of number, and intermediate round-offs are each illustrated, with conclusions and implications. (MNS)

Research indicates that calculators can promote mathematics achievement. Some topics with which calculators can aid are briefly discussed: problem solving, number ideas, counting, basic facts, and computation with whole numbers and decimals. (MNS)