This study focused on faculty and student attitudes toward the use of calculators in college accounting and business mathematics courses. Two different surveys were used; one was administered to thirty-five full-time and part-time faculty in the accounting and business mathematics areas at one college, while a second survey was administered to a…

The construction of tables of numbers is discussed as a learning activity that involves work in such things as reciprocals, calculators, formulas, patterns, discovery, prime numbers, and other types of numbers. (MP)

A problem from number theory is used to illustrate the use of the computer and programable calculators in solving problems. Programs are included. (MP)

Reviews the use of hand held calculators as an alternative to computer assisted instruction at the secondary level in chemistry classes. (SL)

Instructional techniques are given for the use of calculators in (1) finding prime numbers, (2) solving trigonometric equations, and (3) solving polynomial equations. (CP)

A variety of calculator activities is described for developing problem solving skills without getting involved in tedious computations. (JT)

This is the first of a two-part article on the controversy over hand-held calculators in the classroom. Considers the pros and cons of the issue, attempts to differentiate between the facts and assumptions about the problem, and identifies the important questions for research. (Editor)

Argues that calculator activities, even in the early grades, can present situations in which basic mathematical thinking processes come into play. The activity described involves developing efficient calculator guess-and-test strategies and requires only an introductory notion of the four basic operations of arithmetic. (PK)

The first aim in school might be to help children become more aware of the algorithmic processes they use; then, ensure that they can devise algorithms and define them. Many examples of how these aims can be met are given, including the use of calculators and computers. (MNS)

Ways of solving a problem on the connection between heat loss and the ratio of surface area to volume are described. Tables and graphs are included. (MNS)

Three lessons on division for grade 4 are presented, the first using manipulative materials; the second, the computer; and the third, the calculator. Advantages and disadvantages of each are discussed. (MNS)

A "neat and general" divisibility algorithm for prime numbers is presented. Five illustrative examples are included. (MNS)

This teaching guide contains material, for students in grades 6-9, in which a calculator is used in exploring and developing generalizations about quotient patterns generated from various polygons drawn on a hundred square. Includes suggested procedures and four ready-to-duplicate student worksheets. (JN)

The author discusses changes in the mathematics curriculum enabled by the use of calculators and computers. The need to eliminate long division and change how we teach other mathematical concepts is stressed. (MNS)

This section contains four worksheets for games on estimation. Impact, Crossfire, Fire One, and Fire Two each require the use of calculators to focus on place value, multiplication, or division. (MNS)