Examines the relation between the sequence of approximations to the square root of a number and the harmonic, geometric, and arithmetic means using the TI-85 graphing calculator. (MKR)

Presents an algorithm to compute the critical path in a graph representing a project evaluation research task. Once the algorithm is executed, the last matrix obtained permits the visualization of some important information which leads to the determination of the weight of the critical path. (Author/MM)

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)

Debates the place of standard methods, the calculator, and mental mathematics in elementary education. Proposes a framework for computation that emphasizes a sequence for introducing computational procedures. (ASK)

Describes a calculator exercise that can help students develop a better visual and numeric feel for Newton's method. (KHR)

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…

A method is presented for determining cube roots on a calculator with square root facility that has a rapid rate of convergence. (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)

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

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)

Provides pathological examples for which graphing calculators sometimes give surprising, misleading, or incorrect results. Investigates some of the more interesting of these examples encountered while using the TI-85 in a variety of undergraduate courses including calculus and matrix theory. (DDR)

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)

Use of the hand-dialed, transparent, nonelectronic SEE-Calculator is proposed. Pupils can dial numbers into appropriate columns, watching the gears work; place-value concepts are enhanced. Both activities and flowcharting are suggested. (MNS)