The use of the programmable calculator is discussed for obtaining numerical solutions to equations. The program is listed and the method illustrated. (MP)

This article describes techniques which enable the user of a comparatively simple calculator to perform calculations of cube roots, nth roots, trigonometric, and inverse trigonometric functions, logarithms, and exponentials. (DT)

Impressions are recorded of several aspects of the International Congress on Mathematical Education. The program, curriculum development, calculators and computers, goals for teaching mathematics, and preservice elementary teacher education are briefly discussed. (DT)

Classroom use of computers is briefly discussed. The role of hand calculators in the mathematics classroom is analyzed in general, and questions are raised concerning the effect of calculators on student skills. (DT)

The arithmetic needed for complex calculation using an electronic calculator is explained and exemplified. Problems involving square roots, number theory, Fibonacci numbers, and electrical resistances are solved. (SD)

Recommendations concerning the use of calculators in school are given along with the identification of important calculator features and functions with regard to present and expected curricular needs. (MN)

A straight forward process for working in fractions on any calculator is presented. The method involves converting a decimal back into a fraction in its lowest terms. (MN)

A brief account of the controversial arrival of the use of the electronic calculator in schools and examinations in Scotland is given along with suggestions for future calculator usage. (MN)

The widespread availability of pocket electronic calculators raises issues with respect to some goals of the current curriculum and with regard to testing practices. (SD)

An exploration approach with calculators that promotes student investigation and development of mathematical processes and concepts is highlighted. The presentation helps to highlight the enormous potential of calculators to facilitate new and imaginative approaches to certain areas of number work, and shows how student interest is promoted. (MP)

The effect of the use of hand-held calculators on the arithmetic curriculum is explored. (SD)

The pros and cons of using calculators in the arithmetic classroom were discussed in an English seminar for teachers. (SD)