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)

A method is described for finding those numbers which are both triangular and square (named trisqy numbers). A program for a programmable calculator is given, as well as a proof. (MNS)

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)

Three games in which the calculator plays an important facilitating role are presented. It promotes a "guess then adjust your guess" strategy. The games are described within the context of elementary, junior high, and secondary classrooms. (MNS)

Exercises are used when beginning work with calculators to help pupils think about what they are doing. Four worksheets are included, with discussion of their objectives. (MNS)

The format of digits in liquid crystal displays (LCDs) on calculators and watches can motivate some simple investigations appropriate for school mathematics. Several sample problems or investigations are provided. (MK)

Using calculators (and computers) to develop an understanding and appreciation of statistical ideas is advocated. Manual computation as a prerequisite for developing concepts is negated through several examples. (MNS)

Ten examples of when the sequences of key presses given in calculator instruction booklets are either inefficient or lead to an incorrect answer are given. (MNS)

Some functions on digits of positive integers are presented as possible sources for useful investigations by students, particularly through the use of calculators and computers or in the writing of small proofs. The material is designed to encourage students to conduct their own investigations. (MP)

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

The Cockcroft Report on English Schools recommends that all schools design their syllabuses and examinations on the assumption that all students will have access to calculators. How to use calculators sensibly to improve what is taught and how curriculum content may change are discussed. (MNS)

The first aim in school might be to help children become more aware of the algorithmic processes they use; then, ensure that they can devise algorithms and define them. Many examples of how these aims can be met are given, including the use of calculators and computers. (MNS)

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

The author suggests that the efficient use of mathematics in everyday life means translating situations into mathematical contexts, using a calculator and mental methods of calculation. Suggestions for teaching these concepts are included. (PK)

Takes issue with those who advocate the use of calculators in mathematics education. Rebutts four specific ideas relative to the use of calculators in school mathematics and argues that calculators may not be appropriate in teaching mathematics. (PK)