Six bonuses that students and teachers experience when using calculators are described. Then problem solving and creative problem-making are discussed, followed by practical suggestions for teachers who want to try calculators. Advice on personalizing the use of calculators and recognizing some of their limitations is also included. (MNS)

The decision by the Connecticut State Board of Education to endorse use of calculators on the state's new eighth-grade mastery test was followed by the purchase of calculators for the students. The role of calculators in society and the curriculum is discussed, as well as testing goals. (MNS)

Shows a direct solution for factoring trinomials, without trial and error, using a calculator. When a calculator is not available, the mathematical chore is eased somewhat using reference tables, as shown in two noncalculator methods (determining nonfactorability and factorability). (JN)

Addresses issues related to the use of microcomputers for solving problems. Includes considerations of the impact of software availability, the nature of software for chemical education, general-purpose software, and dedicated software. (JN)

This section contains brief articles on triangular differences, when one is not equal to one, using calculators to check solutions of quadratic equations, and a county agents' problem. (MNS)

Ways in which classroom calculators enriched, supplemented, supported, and motivated the regular sixth-grade mathematics program are discussed. (DT)

This article describes a college-level remedial mathematics course in which students were required to use calculators. (DT)

The appropriateness of existing instructional materials for three calculators designed for use by the visually impaired was assessed with 15 blind and partially sighted Ss (15-21 years old). (Author/SBH)

Describes the use of a Hewlett-Packard 9810A programmable desk calculator with plotter for drawing ball-and-line stereopairs as well as three-dimensional structural formulas which are useful for teaching stereochemical principles and molecular structure. (MLH)

This paper reports the results of student use of a TI-92 graphing calculator to solve algebra and analytic geometry problems in 9th grade Austrian classes. Students who had been trained in using the TI-92 were asked to compute x, given that a right-angled triangle had sides x, x+3, and x+6 in at least three ways, and to document their solution…

Steiner's Porism states that if you can draw a connected ring of circles in the annular region between two original circles, the ring will be successfully completed no matter where you start. This paper explores how the TI-92 graphing calculator can be used to demonstrate Steiner's Porism and illustrate the main points of its proof. Inversion in…

This paper describes how 8th grade students are using CBR, a motion detector linked to a graphing calculator, as a way of generating mathematical ideas regarding the motions concepts that surround their action. Students were previously introduced to the calculators in the classroom and teaching experiments were then carried out afterwards with a…

This paper argues that using Computer Algebra Systems (CAS) to teach 12- to 18-year-old students is going to change teaching methods, the content of what has been taught, and exams. Traditional exam questions are analyzed and categorized according to their usefulness in a CAS environment. The goal is to give teachers new perspectives with which to…

This paper describes a classroom, instructor-led activity designed to show how graphic calculators can be used to explore coordinate geometry. The activity involves digitizing an image of a hand and transforming the image through geometrical transformations. Teaching notes and calculator instructions are included as are blackline masters. Also…