This section of the journal contains computational activities designed to be used with a calculator. These activities enable students to practice skills of estimation, skip counting, place value, and computation. (RH)

Provides several algorithms that use extended precision methods to compute large factorials exactly. The programs are written in BASIC and PASCAL. The approach used for computing N considers how large N is, how the built-in limitation on exact integer representation can be bypassed, and how long it takes to compute N. (JN)

Ways in which two children solve a division example are presented. The focus is on encouraging students to explore and develop ways of solving mathematics problems. (MNS)

Presents and analyzes data on the arithmetic procedures people use when shopping for groceries in American supermarkets. Reports that the way shoppers solve problems is closely related to the way they formulate problems: supermarket arithmetic does not begin with a well-defined problem that calls for a specific numerical answer. (KH)

Computation errors that may occur by expanded use of calculators are discussed. Potential errors with five exact arithmetic examples are described as they are translated into approximate processes. (MNS)

Discusses the meaning of calculation errors, describing two error types (truncation and roundoff errors). Examples of calculator calculations are given to illustrate the importance of an awareness of significant digits and the effects of errors that may lead user to a mistaken interpretation of calculated results or to faulty conclusions.…

Found that there was significantly improved achievement of students whose teachers received diagnostic error information from a microcomputer program compared to teachers who did not receive such information. Explanations for the improved achievement and implications for mathematics instruction are addressed. (JN)

Using the calculator to do addition and multiplication in base 2 is discussed, with the stress on how to change numbers from one base to another using the calculator. (MNS)

A learning disabled student was drilled on multiplication facts, with records of his performance used to help him reach mastery. A sequence in which the 0 facts, 1 facts, etc., are taught is used. (MNS)

The use of the calculator is considered from a functional view and from a pedagogical view. (DT)

In my contribution to this panel I will bring elements from recent research I conducted (Santos, 2004) in Cape Verde aiming to clarify the meaning of learning as participation in social practices--"learning as participation in the social world" (Lave and Wenger, 1991, p. 42). But as my main interest is learning in compulsory education…

Which manual calculation skills are still needed when students use graphic/symbolic calculators or computers with computer algebra systems (CAS)? What should students be able to do manually, i.e. just using paper and pencil? This text is the outcome of a two-day discussion on these questions, held by the four authors. Our answers and proposals are…

This note presents the results of a survey of the power of statistical tests appearing in the Journal Of Educational Measurement from winter, 1969 through fall, 1971. (Author)

Provided is a program listing for the Apple microcomputer which helps children learn to count. From one to nine color square shapes are displayed. Displays are accompanied by sound. The player's score is revealed after 10 responses. A list of program variables is also included. (JN)