A description is given of a calculator-oriented arithmetic course given at a community college. Problem solving was the primary objective of the course. (MK)

Four problems are presented and solutions using a calculator are illustrated. (MK)

Masters of worksheets designed to generate interest in mathematics and provide mathematical experiences that lead to the introduction of the concept of a variable are presented. (MK)

Mathematics instruction can be approached as a cognitive skill, as illustrated by these elementary-level classroom activities. (LH)

Curricular placement of and emphasis on common and decimal fractions are discussed. Suggestions include: retaining common fractions in the curriculum, teaching decimal concepts and notation earlier, reducing fraction computation complexity, and moving fraction computation upward in the curriculum. (MK)

A method is presented for determining cube roots on a calculator with square root facility that has a rapid rate of convergence. (MP)

The results of two experiments showed that five year olds can learn to solve class-inclusion problems if they are forced to consider the contradiction between their incorrect answers and their correct counting of the superordinate and subordinate classes. (JMB)

When 106 second-grade children were tested for simple computation ability in various conditions of induced physical exertion (no exertion v 20, 30, 40, or 50 minutes of activity), significantly higher scores were observed after the 50-minute treatment, and no significant differences were noted between male and female scores. (Author/RL)

Masters to be removed and copied are given. The worksheets are designed to reinforce computational skills and the concepts of largest or smallest numbers, as well as to provide practice is using a straightedge. (MK)

Suggestions are given for teaching function notation, fractional calculations on a calculator, division to relucant learners, and a probability problem. (MK)

Some materials are examined which try to cultivate skills and concepts such as estimation, approximation, significant digits, place value, and repeating decimals. Also discussed are repercussions and longer term implications on the use of minicalculators. (MP)

Students of the Problem-Solving Project Group report on the results of a two-year study of how they solve problems. (BB)

Solutions to difficult equations are illustrated with numerical techniques that can be used easily on calculators. Flowcharts and programs for computers and calculators are included. (MP)

Four categories of abuses are discussed: calculations, games and puzzles; mystical button pushing; and checking answers. Useful activities are illustrated for the categories of calculations, patterns, exploration, applications, and new content. (MP)

Some patterns resulting from certain operations on numbers are discussed, analyzed, and explained. A method for predicting the outcome of these operations for any number is developed.