Limitations in children's understanding of the symbols of arithmetic may inhibit choice of appropriate solution procedures. The teacher's role involves negotiation of new meanings for words and symbols to match extensions to solution procedures. (MKR)

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)

Three types of arithmetic algorithms are discussed and compared. These are algorithms designed to get the right answer, computer algorithms, and algorithms designed to get the right answer and understand why. (MP)

Argues that the vast majority of adults have no use for the specialized mathematics taught in high schools and required by colleges--algebra, geometry, or calculus. Suggests that colleges should accept applicants who have studied percents, formulas, logic, computer commands, and basic statistics. (TE)