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.…

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)

It is suggested that the reasons for teaching the standard written algorithms for calculations are not out of date. Alternative algorithms, such as mental algorithms, calculators, and nonstandard written methods, are discussed. (MP)

Three different methods of teaching fraction computation were compared using community college student scores on measures of fraction computation, fraction understanding, and attitude towards mathematics. One method used conventional algorithms; the second, a control for the effect of using a calculator, used conventional algorithms and…

Changes in the elementary and junior high school mathematics curriculum that have occurred in the last 20 years and that may occur in the future are discussed. (MK)

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…

Argues that the type of calculator that is used in mathematics instruction is very important. Suggests that four-function calculators fail to give correct values of mathematical expressions far more often than do scientific calculators. (PK)

The uses of programable calculators in the mathematics classroom are presented. A discussion of the "microelectronics revolution" that has brought programable calculators into our society is also included. Pointed out is that the logical or mental processes used to program the programable calculator are identical to those used to program…

Examines the issue of how calculators and computers can best be used in mathematics education. Contends that practicing a procedure is noncognitive and does not produce learning. Suggests utilizing customized computerized tools in schools for getting answers to algorithmic problems instantly, thus allowing teachers to explain and students to…