Illustrations are provided which show how some algebraic manipulations done prior to doing calculations can eliminate unnecessary storage of data, reduce the total number of needed steps, and avoid overflow. (MN)

Two traditional presentations introducing the calculus of exponential functions are first presented. Then the suggested direct presentation using calculators is described. (MNS)

Instruction of three children using calculators for a ten-week period resulted in achievement gains. (MNS)

Procedures for using a calculator to check addition and subtraction problems in bases less than 10 are described. (SD)

Presents a study in which a group of 25 undergraduate students was given seven whole- or decimal-number estimations and asked to determine the exact answer using a calculator programmed to give incorrect answers. Points out subjects' lack of confidence in their estimation skills as well as a reluctance to question calculator-produced results.…

Research on the usefulness of calculators in mathematics instruction is cited, and some activities using calculators to develop skills with reading numbers, counting, basic facts, multiplication and division, problem solving, estimation, percentages, decimals, patterns, probability, and games are described. (MNS)

Instructional techniques are given for the use of calculators in (1) finding prime numbers, (2) solving trigonometric equations, and (3) solving polynomial equations. (CP)

Presents activities utilized with primary teachers to alleviate instructional concerns about using calculators and provide reasons for using calculators in their mathematics instruction. Activities address the topics of estimation, number sense, numeration, whole number and fraction operations, probability, and problem solving. (MDH)