The use of the calculator is suggested in teaching algorithms for the four basic operations, in place of any difficult standard algorithm. (MP)

Suggestions are given for using the calculator in junior high classrooms. Square roots, factoring, and percentages are some topics discussed. A worksheet is included. (MP)

Algorithms for generating random numbers are discussed along with disadvantages. A program for a programable calculator is given that overcomes those disadvantages. (MP)

Instructions are given for using and programing programable calculators. Several problems and examples are given that include topics such as temperature conversion, estimation, and number operations. (MP)

The author redefines basic numeracy as the ability to use a four-function calculator sensibly. He then defines "sensibly" and considers the place of algorithms in the scheme of mathematical calculations. (MN)

An argument is given in support of the use of hand-held calculators in the elementary grades. (JT)

Provides a simple routine which allows first-year physics students to use programmable calculators to solve otherwise complex electrostatic problems. These problems involve finding electrostatic potential and electric field on the axis of a uniformly charged ring. Modest programing skills are required of students. (DH)

Elementary school mathematics curricula are being developed that are designed to use calculators. As the calculator-integrated curricula are developed, tests must be developed that involve the use of calculators. Some examples of how achievement tests using calculators would be different are considered. (RH)

This section of the journal contains computational activities designed to be used with a calculator. These activities enable students to practice skills of estimation, skip counting, place value, and computation. (RH)

Despite numerous recommendations, little has been done to integrate calculator use into elementary school classrooms. Cost, equal access, and the existence of computers are not obstacles to calculator use: our attitudes and beliefs are. What must be done to integrate calculators into the curriculum is outlined. (MNS)

Taking advantage of calculators involves becoming knowledgeable about the research on calculators, recognizing intangible benefits of calculator use, developing an open calculator policy, allowing students to explore with calculators, never requiring calculator checks of paper-and-pencil computations, using standardized tests designed for…

Computation errors that may occur by expanded use of calculators are discussed. Potential errors with five exact arithmetic examples are described as they are translated into approximate processes. (MNS)

Discusses the meaning of calculation errors, describing two error types (truncation and roundoff errors). Examples of calculator calculations are given to illustrate the importance of an awareness of significant digits and the effects of errors that may lead user to a mistaken interpretation of calculated results or to faulty conclusions.…

Changes in school mathematics in Britain during the period 1944 to 1984 are discussed. The Jeffery Syllabus of the 1940s, agitation for change in the 1950s, projects in the 1960s, and evaluation and the advent of the calculator in the 1970s are each included. (MNS)

Demonstrates the use of the memory functions on hand-held calculators by presenting three activities that are appropriate for use in middle grades (4-8). The constant arithmetic feature of the calculator is also required. (JN)