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)

A previously developed program for the HP-41C programmable calculator is extended to handle models of differential and difference equations with multiple eigenvalues. How to obtain difference equation solutions via the Z transform is described. (MNS)

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)

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.…

Suggests and illustrates ways in which systematic consideration of selected unary operations can be facilitated by using electronic calculators. Emphasis is placed upon unary operations suitable for exploration and investigation at the pre-algebra level, using calculation algorithms as a basis for generating examples and non-examples to develop…

Results of this study indicated calculator algorithms can serve as an effective alternative instructional strategy where computational skill is an instructional goal. (MP)

The author and many illustrious co-signers sent an open letter to the U.S. Department of Education protesting a report designating 10 "exemplary" or "promising" math programs. The programs over-emphasize data analysis and statistics, de-emphasize arithmetic and algebra, and advocate early calculator use, which can undermine…

This response to Usiskin's editorial comment on calculator use in the May 1983 issue considers why arithmetic is taught. The belief that mathematics improves thinking and the humanist position that it is part of our cultural heritage are noted. The role of mathematics in the curriculum should be reconsidered. (MNS)

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)

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