The general algorithm used in most hand calculators to approximate elementary functions is discussed. Comments on tabular function values and on computer function evaluation are given first; then the CORDIC (Coordinate Rotation Digital Computer) scheme is described. (MNS)

Described are ways that errors of magnitude can be unwittingly caused when using various supercalculator algorithms to solve linear systems of equations that are represented by nearly singular matrices. Precautionary measures for the unwary student are included. (JJK)

Defines psychic intelligence as an inclination all children possess to use whatever cognitive intelligence they have for learning, adaptive behavior, and pleasure; strongly suggests that algorithmic drill usually damages the mentality of children by stifling psychic intelligence; and discusses the use of pocket calculators to prevent this effect.…

A procedure is described that enables students to perform operations on fractions with a calculator, expressing the answer as a fraction. Patterns using paper-and-pencil procedures for each operation with fractions are presented. A microcomputer software program illustrates how the answer can be found using integer values of the numerators and…

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

The problem of finding cube roots when limited to a calculator with only square root capability is discussed. An algorithm is demonstrated and explained which should always produce a good approximation within a few iterations. (MP)

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)

An example of a lesson involving calculators that focused on calculator use is given. An examination of the traditional algorithm by the students led to student-directed investigations. (MP)

Some insights are provided into techniques for removing the mystery of how calculators evaluate functions. (Author/MK)

An unusual alternative starting point for instruction in a beginning calculus course that focuses on Fixed Point Iteration (FPI) is presented. (MP)

Raises and responds to questions about what and how to teach mathematics with the availability of calculators to all students. Discusses whether students need basic facts, mechanical skills, and knowledge of computational algorithms. Argues that students need to develop number sense and analytical skills using simple, symbolic, and graphing…

The first aim in school might be to help children become more aware of the algorithmic processes they use; then, ensure that they can devise algorithms and define them. Many examples of how these aims can be met are given, including the use of calculators and computers. (MNS)

A "neat and general" divisibility algorithm for prime numbers is presented. Five illustrative examples are included. (MNS)

Activities are described in which number patterns in two-digit multiplication exercises are investigated. (DT)

Presents an algorithm to estimate pi by approximating a unit circle with a sequence of inscribed regular polygons. Demonstrates the application of the algorithm with a hand-held calculator and an Apple computer. Provides a program to calculate pi in Pascal programing language. (12 references) (MDH)