TO DEVELOP A BETTER MATHEMATICAL BASIS FOR FACTOR ANALYSIS, A MATHEMATICAL APPROACH WAS FORMULATED FOR FIXING COMMUNALITIES AND THEIR COMPLEMENTS, UNIQUENESSES, AS WELL. WHILE THE INVESTIGATOR WAS UNABLE TO PROVE THAT MINIMUM-TRACE CRITERIA FIX COMMUNALITIES UNIQUELY, A SET OF IDENTITIES AND INEQUALITIES WAS LOCATED AMONG THE COMMUNALITIES AND,…

Described is a calculator race that is designed to require a fast touch with the calculator and also the ability to apply mathematical knowledge. Sample questions are given. (MP)

Five reasons are discussed for teaching estimation involving utility, problem solving, concept formation, calculations, and attitude. Specific types of estimation are analyzed and examples given. (MP)

Repeatedly taking the square root with a calculator yields numbers with logarithmic-type properties, which can be used to define the logarithm functions. (MP)

Comparing calendar years and planetary years serves as the basis of a calculator problem. (MP)

Children ranging in age from three to six years counted 7, 10, and 14 items arranged in columns or in rows. Developmental changes in the spatial strategy and the relation of strategy to accuracy were examined. (JMB)

The role of common fractions in mathematics education and in applications is discussed in light of the increased importance of calculators and the metric system. (MP)

The computer programs require the students to show that they understand the calculations by processing one set of data correctly themselves before the remaining sets are computed for them. (MP)

The study reported is the first in a series of investigations designed to empirically test the hypothesis that calculators reduce quantitative working time and increase computational accuracy, and to examine the relative magnitude of benefit that accompanies utilizing calculators compared to manual work. (MN)

A program is presented which enables a programable calculator to become a device to check the arithmetic computational skills of students. (MP)

Conjecture and proof, as opposed to numerical calculation, are presented as being the primary focus for teaching mathematics. (MP)

Directions are given for preparing a puzzle that may be used to provide practice in computation. (MP)

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)