Taking advantage of calculators involves becoming knowledgeable about the research on calculators, recognizing intangible benefits of calculator use, developing an open calculator policy, allowing students to explore with calculators, never requiring calculator checks of paper-and-pencil computations, using standardized tests designed for…

The importance of involving the parents of handicapped children in mathematics instruction is discussed, and some tips for parents are included. (MNS)

Six bonuses that students and teachers experience when using calculators are described. Then problem solving and creative problem-making are discussed, followed by practical suggestions for teachers who want to try calculators. Advice on personalizing the use of calculators and recognizing some of their limitations is also included. (MNS)

Increased interest in mathematical problem solving and in the development of problem-solving ability have demanded that mathematics educators give greater attention to problem-solving instruction. A four-step model for solving problems is followed by sets of suggestions for instructional use. (MP)

An instructional sequence for teaching graphing that has been extensively field tested in kindergarten through grade six is detailed. The material begins with point graphs, employs a movable y-axis to begin with minimal clutter, and has graphs constructed before reading graphs is required. (MP)

An approach is suggested to the use of sets of practice exercises that is more like the actual use of computation by adults and may be more effective in attaining accuracy and speed. (MP)

Suggestions for improving problem-solving skills of first-grade students are made after the results of five studies of addition and subtraction story problems are presented. (JT)

Guidelines are presented that are designed to help teachers maximize the usefulness of textbooks within their classroom instructional programs. It is noted that texts are the primary tools used in producing student learning, but it is the teacher who makes the textbook come to life. (MP)

The following five steps are designed to help teach a directed mathematics lesson: (1) introducing, (2) presenting, (3) analyzing, (4) practicing, and (5) applying. It is noted that teaching a directed lesson means to help students master specific mathematical skills, as well as to formulate concepts and understand principles. (MP)