Three methods for using four-function, counting calculators for developing understanding of the meaning of square roots and operations on whole and rational numbers are described. (MP)

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)

A "neat and general" divisibility algorithm for prime numbers is presented. Five illustrative examples are included. (MNS)

Describes four activities designed to discover numerical patterns using a calculator or paper and pencil. Provides tables and figures for the activities. (YP)

Suggestions for using handheld calculators are given. Students can invent and check their own problems. The calculator can debug problems, provide practice, aid in developing concepts of place value, decimals, order of operations, powers of a number, and evaluation of formulas. (KM)

The method described here converts a given problem in a base other than ten to a related problem in base ten, solves the related problem in base ten, and converts the answer back to the original base. Limitations are discussed. (MP)

Activities for providing practice in estimating sums and products using calculators are presented. Worksheets are included. (MN)

A calculator activity, described as a bingo game, emphasizes speedy calculations as well as problem solving. (JT)

Calculator activities for grade 1 are presented. Included are introductory activities, such as keying and finding patterns, and skill lessons, with such topics as ordering number, greater than and less than, estimation, and problem solving included. (MNS)

A method is explained for using the calculator to determine the day of the week on which any given date falls. (DT)

An experimental program using the calculator in third, fourth, and fifth grades is described. Three example lessons are included, on (1) subtraction with regrouping, (2) estimation, and (3) number theory: Quadratics. (MK)

Developing numerical relationships with calculators is emphasized. Calculators furnish some needed support for students as they investigate the value of fractions as the numerators or denominators change. An example with Logo programing for computers is also included. (MNS)

Research indicates that calculators can promote mathematics achievement. Some topics with which calculators can aid are briefly discussed: problem solving, number ideas, counting, basic facts, and computation with whole numbers and decimals. (MNS)

Ignored concepts of numbers, notation, and operation with rational numbers are described. It is proposed that these be taught in the time now devoted to paper-and-pencil skills made obsolete by calculators. (MNS)

A number-word puzzle to be solved by using a calculator is presented. (DT)