Instruction of three children using calculators for a ten-week period resulted in achievement gains. (MNS)

Thinking strategies that are related to counting are discussed and activities that are necessary for the understanding of number and counting are suggested. (Author/MP)

These worksheets represent gameboards designed to provide practice in estimation using a calculator. Worksheets are presented for estimation in addition, sums and differences, products, and quotients. (MP)

Allowing students to examine different ways of performing an operation is suggested as a means of increasing their understanding. (MP)

This article shows how an inexpensive calculator can be used advantageously to determine repeating decimals. Even the decimal representations of numbers, such as one-seventeenth and one-nineteenth, can be easily computed. Many examples are given, and some theoretical discussion is included. (Author/MP)

Shortcuts to use when performing operations with the calculator are given. Algorithms discussed include reciprocals, powers, parentheses, infinite series, and synthetic division. (MP)

The first part in the serialized version of a book on the use of calculators for problem solving is presented. It contains prefaces for teachers and students and a chapter on getting started which includes topics such as symmetries, operations, powers, and chaining. (MP)

A short set of materials is presented on loops. Three worksheets illustrate loops with paper and pencil, calculator, and computer, respectively. A computer program is given. (MP)

Presented and discussed is a program for a programable calculator that predicts the altitude achieveable by a model rocket. (MP)

Six common fears that prevent school use of calculators are discussed. Included are a number of positive uses of calculators in the primary grades that teach new concepts rather than simply reinforce those already learned. (MP)

A distinction is made between basic computational skills and skills related to applied mathematics and verbal problem solving. The advantages of using calculators for teaching the latter skills are discussed. (MP)

Three questions are explored: (1) what are the minimal mathematical skills; (2) what determines minimal competency; (3) how should competence be measured. Seven recommendations relating to these questions are given. (MP)

Benefits, hazards, and limitations in the use of calculators are offered as outlined in the literature. (MP)

An algorithm for the calculator is given for determining the day of the week for any date. An instructional sheet, a worksheet, and a BASIC program are included. (MP)

The functions of the center include preparing annotated bibliographies, research listings, and information bulletins. The address of the center and a bibliography for instruction with hand-held calculators, K-12, are given. (MP)