Using negative digits in writing numerals and in calculation is explained. This is the second article in the series; for the first, see Vol. 1, No. 7, Nov., 1972, pp. 8-9. (DT)

Students can be taught to solve numerical problems by using the unit system. Conversion operations from one unit to another can be easy by this method. Several examples are presented. (PS)

Eighteen college students solved addition problems using the Hutchings Low Fatigue Addition Algorithm, which requires a written record of running sums, and the standard algorithm, which does not. Students using the Hutchings algorithm had significantly higher reaction times to a tone, indicating that the Hutchings method requires less cognitive…

Describes the development of computers and calculators, noting intitial resistance to and later acceptance of calculators in the classroom. Advocates teaching children to perform simple calculations and stresses estimation skills over speed and accuracy for doing long, complicated computations. Includes recommendations for classroom calculator use…

The paper describes a program in which the rate of accurate response by six special education students (10 to 13 years old) to multiplication fact questions was increased by the application of contingent reinforcement procedures. (Author)

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

Deals with the conversion of electronic hand calculators to timing devices. This article illustrates a conversion of a rather versatile calculator by means of simple and inexpensive circuitry. (HM)

Ways of using the calculator as a vehicle for investigating one aspect of the square root concept are illustrated. (MK)

A short history of the evolution of the calendar is given. Calculations with various time periods are given. (MK)

The author argues that the idea of canonical elements provides a coherent relationship between equivalence relations, the basis of modern approaches to too many mathematical topics, and the traditional aspect of computation. Examples of equivalent relations, canonical elements, and their calculations are given. (MK)

Suggests five steps for organizing learning experiences involving computational skills for adult basic education programs: (1) meet the needs of students; (2) incorporate lessons in communication; (3) use a variety of materials; (4) begin instruction where the student's knowledge leaves off; and (5) teach by means of concrete useful examples. (MB)

Discusses the postage rate increases in recent years and notes that if the trend continues the rate will reach three dollars an ounce by the year 2017. (GA)

An example is given of a class of problems whose solutions require the use of a scientific calculator in order to plot the graphs. (MP)

Considerations of the history of similar techniques and the structure of the method itself are used to discuss this question. (MP)