Activities are provided for calculating speeds of celestial bodies. These focus on how fast earth rotates on its axis, how fast planets travel around the sun, and how fast the solar system is traveling with the Milky Way. (JN)

A strategy to make the transition from manipulative materials to a written algorithm for division is outlined in dialogue form. (MNS)

A method for computer grading pharmaceutical calculations exams in which students convert their answers into scientific notation and enter their solutions onto a mark sense form is described. A table is generated and then posted listing student identification numbers, exam grades, and which problems were missed. (Author/MLW)

Use of the commutativity, addition-subtraction complement, and N+1 progression principles was studied by interviewing 54 capable pupils in grades 1-3. Commutativity was used extensively at each grade, while the addition-subtraction principle to solve subtraction varied across grades, and the N+1 pattern was seldom used. (MNS)

Several ideas for questions and settings for interviews are presented. It is noted that although subtraction is used as an example in each case, most of the material can be easily adapted to the other basic operations. Many problems are noted with standard diagnostic tests and use of them is discouraged. (MP)

Suggests and illustrates ways in which systematic consideration of selected unary operations can be facilitated by using electronic calculators. Emphasis is placed upon unary operations suitable for exploration and investigation at the pre-algebra level, using calculation algorithms as a basis for generating examples and non-examples to develop…

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)