A procedure using calculators is described to test Ulam's conjecture that all positive integers converge to 1, if subject to certain iterated transformations. (MNS)

Presents the uses of pocket calculators, programmable calculators, and microcomputers in teaching of statistical physics in unit 9 of the Nuffield advanced physics course. (SK)

Suggests and illustrates ways in which systematic consideration of selected unary operations can be facilitated by using electronic calculators. Emphasis is placed upon unary operations suitable for exploration and investigation at the pre-algebra level, using calculation algorithms as a basis for generating examples and non-examples to develop…

Presents programmable calculator solutions to selected problems, including area moments of inertia and principal values, the 2-D principal stress problem, C.G. and pitch inertia computations, 3-D eigenvalue problems, 3 DOF vibrations, and a complex flutter determinant. (SK)

A community college mathematics course is discussed in terms of type of student, content and goals. Particular attention is given to the role of the calculator in community college remedial mathematics courses. (MK)

A distinction is made between estimation and checking, and an analysis of standard errors made on calculators when pupils are checking answers is given. (MP)

Results of this study indicated calculator algorithms can serve as an effective alternative instructional strategy where computational skill is an instructional goal. (MP)

This study compares a pencil-and-paper drill strategy with a calculator drill strategy in facilitating the learning of multiplication facts. The results suggest pencil-and-paper drill is more effective. (MK)

Five calculator activities are described that are designed to explore ordered operations. Suggestions are given on mathematical objectives, strategies for solving, and possible extensions or follow-up activities. (MP)

Some of the changes in mathematics curriculum and pedagogy suggested by the calculator are described and discussed. (MK)

The author discusses the use of calculators in calculus classes and difficulties caused by roundoff errors. References for advanced follow-up topics are given. (Author/MK)

A series of quotes from teachers regarding calculator use are given. (MK)

An account is given of the use of the calculator and Cuisenaire rods in examining decimals that result from the division of whole numbers. (MP)

A possible solution is discussed to the problem of what mathematics to teach low achievers. The three main aspects are very basic mathematics, calculators, and confidence. (MP)

Activities are described in which the calculator is used for extending students' knowledge of place value and of basic arithmetic operations. (DT)