A community college mathematics course is discussed in terms of type of student, content and goals. Particular attention is given to the role of the calculator in community college remedial mathematics courses. (MK)

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)

Results of this study indicated calculator algorithms can serve as an effective alternative instructional strategy where computational skill is an instructional goal. (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)

Programs which compute values for the nth power of 2 where n is very large and for fractions, with a great deal more precision than is normally possible for a computer, are listed. (TG)

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)

Presented is a model for solvent effects based on the observation that the excitation energy of all-trans-N-Retinylidenmethyl-n-butylammonium iodide is directly related to the dielectric constant of a series of aromatic and aliphatic solvents as the dielectric constant (e) ranges from 2 to 10.5. (BT)

This article focuses on the aspect of mental arithmetic that uses thinking strategies that are effective with large numbers as well as basic facts. Two activities are suggested for lack of the four operations. (MK)

The multiplication and division algorithms that are taught in German schools are presented. It is suggested that these algorithms may be better than standard algorithms in terms of development of useful concepts and processes. (MK)

Definitions of estimating and approximating are given and areas where these skills are used (such as practical situations, problem solving, and measurement) are discussed. Nine activities which range from second to twelfth-grade level are suggested. (MK)

A possible solution is discussed to the problem of what mathematics to teach low achievers. The three main aspects are very basic mathematics, calculators, and confidence. (MP)

Reactions to a two-week workshop are given. Conclusions are that chisanbop has presented a misleading picture and is highly overrated. (MP)

The use of different colored quizzes for different skill levels is suggested as an aid for motivation in a mastery learning setting. (MP)

Discusses the determination of the position of the absorption maximum in wide bands as well as the confidence limits for such calculations. A simple method, suited for pocket calculators, for the numerical evaluation of these calculations is presented. (BB)

Examples are given of computer programs which teach the concept of function (including domain of the function, a change of argument, and composition of functions). (DT)