Focuses on solutions to a single problem using both induction and deduction by utilizing a TI-82 graphing calculator to illustrate symbolic, numerical, and graphical approaches to the problem. (ASK)

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…

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

Presents reasons for students' use of calculators in math class and techniques for encouraging their optimal use. Many educators suggest that calculators free students from concentration on computation and enable them to concentrate on problem solving. The article includes product information. (SM)

Provides a simple routine which allows first-year physics students to use programmable calculators to solve otherwise complex electrostatic problems. These problems involve finding electrostatic potential and electric field on the axis of a uniformly charged ring. Modest programing skills are required of students. (DH)

An investigation of the cost of homeownership by constructing a mathematical model with refinements illustrates an important type of problem solving with calculators. (MNS)

A procedure using calculators is described to test Ulam's conjecture that all positive integers converge to 1, if subject to certain iterated transformations. (MNS)

A distinction is made between estimation and checking, and an analysis of standard errors made on calculators when pupils are checking answers is given. (MP)

Five calculator activities are described that are designed to explore ordered operations. Suggestions are given on mathematical objectives, strategies for solving, and possible extensions or follow-up activities. (MP)

Introduces a lesson that incorporates numeric, graphic, and algebraic approaches as well as a strong verbal communication component into the maximizing problem. (ASK)

Six bonuses that students and teachers experience when using calculators are described. Then problem solving and creative problem-making are discussed, followed by practical suggestions for teachers who want to try calculators. Advice on personalizing the use of calculators and recognizing some of their limitations is also included. (MNS)

Addresses issues related to the use of microcomputers for solving problems. Includes considerations of the impact of software availability, the nature of software for chemical education, general-purpose software, and dedicated software. (JN)

The problem of finding cube roots when limited to a calculator with only square root capability is discussed. An algorithm is demonstrated and explained which should always produce a good approximation within a few iterations. (MP)

It is concluded: (1) elementary school students enjoy doing problems, but have trouble thinking them out; (2) students need to work on a variety of types; (3) calculator use can definitely help students become better; and (4) students need experience in group work. Details of the instructional approach used are provided. (MP)