Discusses the problems that arise in test situations when some, but not all, students use electronic calculators and poses some solutions to these problems. (MLH)

The purpose of this article is to point out some of the problems that arise in the use of calculators to illustrate derivatives, due to rounding or truncation, by the calculator. Several illustrations of numerical differentiation techniques are also given. (Author/MP)

This first in a series on the programable calculator presents a chapter on the basic operations. The series is written for a particular calculator, Hewlett-Packard's HP-25. (MP)

Statistical problems were used to test the hypothesis that calculators facilitate problem solution by saving time and increasing accuracy. Manual, basic machine and advance machine methods were used. (MP)

Investigated were the effects on computation performance of amount of prepractice and type of calculator, when students were told to work very fast vs very accurately. (MP)

Three calculation methods--handwork, or simple or advanced calculators--and two levels of difficulty--easy or hard--were used to investigate the effects on computational performance. (MP)

Solving statistical problems using a calculator with sophisticated features was compared to solving the same problems by hand. The calculator group was more accurate and took far less time. (MP)

The calculator is used to obtain values for use in graphing curves. Three worksheets are included. (MP)

The calculator is used to solve certain formidable equations, which arise naturally and which may be difficult or impossible to solve by standard methods, by a method of successive approximations. (MP)

The development, use, and analysis of returns of a twelve-question survey of the present feelings of parents and elementary teachrs toward calculator usage in schools is discussed. The questionnaire items are included. (MN)

The author discusses factors to consider when choosing a hand calculator power supply, size, functions desired, range and accuracy, amount of use, and display. (SD)

Two brief articles are included, one on a different method for solving percentage problems, and one on a trick for the calculator involving the sine to find one's age. (MNS)

Effective use of calculators is briefly discussed, and the importance of estimation noted. One example involving completion of a table is given. (MNS)

References on calculators are provided for elementary school teachers. These references (grouped according to background reading, ideas for students and teachers, and child-ready material) include author(s), title, source, and a brief description. (JN)

A calculator intervention produced a marked increase in correct computational performance of eight educable mentally retarded adolescents over baseline for addition, subtraction, multiplication, and division problems. Use of calculators enabled Ss to complete relatively complex arithmetic problems with greater accuracy than nonhandicapped Ss…