Describes how to implement numerical integration on a pocket calculator to solve two kinds of differential equations important in physics. The two equations are those defining simple harmonic and quantum harmonic motion. The half-increment method is used for this purpose. (GA)

Modern sophisticated computers are shown to multiply the same way the ancient Egyptians did more than 4000 years ago--by doubling and adding. (MN)

A straight forward process for working in fractions on any calculator is presented. The method involves converting a decimal back into a fraction in its lowest terms. (MN)

A case is made against the major argument which implies that the use of a calculator for arithmetic problems that can be done by hand will prevent a student from being able to do arithmetic when the calculator is absent. (MN)

Procedures using calculators are described for determining the recurring sequence of digits in the decimal representation of numbers of the form 1/n. (MN)

Calculators are a big help in extending classroom activities and this article took a look at how the students of tomorrow might use them. (RK)

The opportunity for students to develop formulas that involve tangent lines to a circle and the Pythagorean Theorem and to use approximation and common sense is provided in a suggested distance-to-horizon problem. (MN)

The article offers an interpretation of "specially designed instruction" in arithmetic computation for learning disabled students which challenges overreliance on paper-and-pencil methodologies, rule-oriented procedures, and traditional sequences. Long division is used as an example of developing conceptual understanding to undergird computation.…

The use of demonstration plus permanent model (DPM) as a teaching strategy was evaluated with 19 learning disabled students (ages 9-14) in the area of computational skills. Results indicated that DPM effectively helped students acquire computational skills across instructional sequences for addition, subtraction, and multiplication. (Author/DB)

The effectiveness of a modeling technique on the acquisition of long division was demonstrated with eight middle school learning-disabled students. The intervention included demonstration, imitation, and key guide words. (Author/DB)

Activities with number cards can provide a wide variety of exploratory experience. Sequences, addition, subtraction, counting and change, and arrays with number cards are discussed. (MNS)

Estimation of measurements is discussed, with a definition, rationale, strategies, teaching suggestions, and several references. (MNS)

The focus is on multi-step problems, with suggestions on helping students understand the mathematical relations, decide which computational procedures to use, and identify the sequence in which computations should be performed. An activity to aid understanding of variables is also included. (MNS)

The conceptual difference between understanding and algorithmic performance is examined first. Then some dilemmas that flow from these distinctions are discussed. (MNS)

Discussed the use of Cuisenaire rods in teaching the multiplication of fractions. Considers whole number times proper fraction, proper fraction multiplied by proper fraction, mixed number times proper fraction, and mixed fraction multiplied by mixed fractions. (JN)