Discusses planetary motion and universal gravitation using a graphing calculator. Includes program and data. (MKR)

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

Discusses the heated debates in education recently over the use of calculators in mathematics. Argues for the urgent need of calculators to be introduced into arithmetic lessons in primary schools. (ASK)

Provides a rationale for using calculators to study large numbers in the elementary school. Suggests that calculators be used to encourage children to develop their interest in large numbers, to become more adventurous in their explorations of them, and to stimulate their curiosity in their occurrence. (JN)

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)

The author discusses factors to consider when choosing a hand calculator power supply, size, functions desired, range and accuracy, amount of use, and display. (SD)

References on calculators are provided for elementary school teachers. These references (grouped according to background reading, ideas for students and teachers, and child-ready material) include author(s), title, source, and a brief description. (JN)

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)

Changes in school mathematics in Britain during the period 1944 to 1984 are discussed. The Jeffery Syllabus of the 1940s, agitation for change in the 1950s, projects in the 1960s, and evaluation and the advent of the calculator in the 1970s are each included. (MNS)

Presents activities to help teachers use the calculator. The type of logic, keystroke errors, and the constant are each discussed. (MNS)

Using the calculator to do addition and multiplication in base 2 is discussed, with the stress on how to change numbers from one base to another using the calculator. (MNS)

Presents activities involving equal sharing, weighted averages, mean, median, mode, average cubes, and iterated averages, the last of which involves the use of a spreadsheet or graphing calculator. Includes reproducible student worksheets and questions for discussion. (MKR)

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)