Algebraic calculators with symbolic manipulation capabilities are tools in some classrooms for 14-19 year olds, and their use in learning and teaching mathematics is likely to increase over time. Explains the reports of government-initiated working groups that consider the implications of their use in academic mathematics examinations for…

An example is given of a class of problems whose solutions require the use of a scientific calculator in order to plot the graphs. (MP)

Computation errors that may occur by expanded use of calculators are discussed. Potential errors with five exact arithmetic examples are described as they are translated into approximate processes. (MNS)

Shows a direct solution for factoring trinomials, without trial and error, using a calculator. When a calculator is not available, the mathematical chore is eased somewhat using reference tables, as shown in two noncalculator methods (determining nonfactorability and factorability). (JN)

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

Presented are instructions for activities in which a calculator is used to investigate algebraic concepts. Also presented are short computer programs involving topics taught in prealgebra and an activity in which a trapezoid is transformed into a circle. (JN)

Teaching ideas related to the instruction of decimal division as the opposite of multiplication, an approach to approximating logarithms that help reveal their properties, and the simple creation of algebraic equations with radical expressions for use as exercises and test questions are presented. (MP)

Ways of using calculators to presents the concept and methodology of concurrent processing are discussed. Several problems that could be used to compare sequential versus concurrent processing are presented. (MK)

Reviews tasks and techniques to help students develop an appropriate instrumental genesis for algebra and functions to prepare for calculus. Focuses on the potential of the calculator to connect enactive representations and theoretical calculus. Discusses strategies to help students experiment with symbolic concepts in calculus. (Contains 32…

Use of the calculator to create a series of iterations to approximate i to some desired degree of accuracy is illustrated with three problems on interest rates. (MNS)

Activities geared to reinforcing the skills involved in solving linear equations are given. The material is prepared on worksheets designed for duplication. Student use of calculators is suggested, and the material can aid in promoting mental computation and estimation. (MP)

Three examples are given illustrating the use of the calculator in problems where determining patterns and making conjectures are stressed. (MP)

Features activities for advanced second-year algebra students in grades 11 and 12. Introduces three random variables and considers an empirical and theoretical probability for each. Uses coins, regular dice, decahedral dice, and calculators. (ASK)

The need to incorporate deductive reasoning in the curriculum is noted. Guidelines for developing reasoning skills and activities to develop understanding of inductive and deductive processes are provided. (MNS)

This article presents 12 examples of the use of a calculator in the algebra class. The calculator codes and the mathematical formulas of the examples are presented in the appendix. (Author/YP)