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…

Offers examples of loss of accuracy when using digital computing devices. Discusses causes for loss of accuracy and methods of preventing loss. Presents implications that loss of accuracy has for mathematics instruction. (MDH)

It is proposed that teachers can exploit the calculator function of a standard microcomputer word processor to create an electronic gradebook. A method is described for computing overall evaluations from component grades of different types and weights on a word processor to instantly calculate the composite for each student at desired intervals.…

Addresses issues related to the use of microcomputers for solving problems. Includes considerations of the impact of software availability, the nature of software for chemical education, general-purpose software, and dedicated software. (JN)

This paper was written as a discussion guide for participants at an Australian conference. How calculators and computers might affect the curriculum is discussed, with questions focused on what mathematics should be taught, when, why, where, and how. (MNS)

Discusses the role of computers in mathematics education, including their use (computer science) as a subject area and as a means of delivering instruction. Indicates that the computer challenge is here but the mathematics education system has yet to rise to the challenge. (JN)

Examples are given of how calculator-sized pocket computers, which can receive, store, and execute BASIC programs, can be used in mathematics classrooms. (MNS)

Some limitations of computing with calculators and computers are described, with particular reference to typical computations which might be performed by senior secondary school students. Types of errors, the laws of number, and intermediate round-offs are each illustrated, with conclusions and implications. (MNS)

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)

The outcomes of a conference on computing in school mathematics, held in March 1984, are summarized. Recommendations on curriculum, instruction, and teacher education are included. (MNS)

This report of a March 1984 conference presents recommendations on technology and curriculum at the elementary, middle school, and secondary school levels; instruction; and mathematics teacher education. (MNS)

Presented are several suggestions for teaching elementary school mathematics with technology. Activities use calculators and microcomputers for teaching multiples. (RH)

One schools' experiences with mathematics contests are described, with American Pi, the Great Calculator Contest, and the Forest View Math Olympics in problem solving each detailed. (MNS)

Presents two elementary level activities designed to make math more meaningful with the help of technology. One activity involves learning about banking using computer spreadsheets and stock programs; the other uses computers and calculators to help students integrate mathematics into the study of world cultures. (SM)

Mathematics teachers should be teaching computer science and using the computer to enhance their teaching of mathematics. Furthermore, the computer mandates curricular reform in mathematics. (MNS)