Presented and discussed is a program for a programable calculator that predicts the altitude achieveable by a model rocket. (MP)

Six common fears that prevent school use of calculators are discussed. Included are a number of positive uses of calculators in the primary grades that teach new concepts rather than simply reinforce those already learned. (MP)

A distinction is made between basic computational skills and skills related to applied mathematics and verbal problem solving. The advantages of using calculators for teaching the latter skills are discussed. (MP)

Three questions are explored: (1) what are the minimal mathematical skills; (2) what determines minimal competency; (3) how should competence be measured. Seven recommendations relating to these questions are given. (MP)

Benefits, hazards, and limitations in the use of calculators are offered as outlined in the literature. (MP)

An algorithm for the calculator is given for determining the day of the week for any date. An instructional sheet, a worksheet, and a BASIC program are included. (MP)

The functions of the center include preparing annotated bibliographies, research listings, and information bulletins. The address of the center and a bibliography for instruction with hand-held calculators, K-12, are given. (MP)

Based on an analysis of responses from baccalaureate programs evaluating life experiences, a basis for a student fee system is developed, and the cost implications of alternative processes are explored. Practices at several institutions are reported. (Author/LBH)

Romanian research findings offer a theoretical model with which financing of the annual acquisition of books per pupil at a given educational level can be objectively ascertained. Methods of financing and acquisitions policy decisions are discussed. (Author/JAB)

Describes a simulation method for measurement of errors that requires calculators and tables of random digits. Each student simulates the random behaviour of the component variables in the function and by combining the results of all students, the outline of the sampling distribution of the function can be obtained. (GA)

Describes how to implement numerical integration on a pocket calculator to solve two kinds of differential equations important in physics. The two equations are those defining simple harmonic and quantum harmonic motion. The half-increment method is used for this purpose. (GA)

Modern sophisticated computers are shown to multiply the same way the ancient Egyptians did more than 4000 years ago--by doubling and adding. (MN)

A straight forward process for working in fractions on any calculator is presented. The method involves converting a decimal back into a fraction in its lowest terms. (MN)

A case is made against the major argument which implies that the use of a calculator for arithmetic problems that can be done by hand will prevent a student from being able to do arithmetic when the calculator is absent. (MN)