Repeatedly taking the square root with a calculator yields numbers with logarithmic-type properties, which can be used to define the logarithm functions. (MP)

The author redefines basic numeracy as the ability to use a four-function calculator sensibly. He then defines "sensibly" and considers the place of algorithms in the scheme of mathematical calculations. (MN)

Advantages and disadvantages of using electronic calculators in the mathematics classroom are discussed; implications for the teaching of mathematics and for the mathematics curriculum are considered. (DT)

A series of quotes from teachers regarding calculator use are given. (MK)

An account is given of the use of the calculator and Cuisenaire rods in examining decimals that result from the division of whole numbers. (MP)

A possible solution is discussed to the problem of what mathematics to teach low achievers. The three main aspects are very basic mathematics, calculators, and confidence. (MP)

Activities are described in which the calculator is used for extending students' knowledge of place value and of basic arithmetic operations. (DT)

Four categories of abuses are discussed: calculations, games and puzzles; mystical button pushing; and checking answers. Useful activities are illustrated for the categories of calculations, patterns, exploration, applications, and new content. (MP)

The use of calculators in mathematics classes of eight-year-olds was investigated. Results showed that the experimental classes were quicker and more accurate in addition, subtraction, and multiplication than the control classes at the end of the year. (MN)

The place of binary arithmetic in the curriculum is discussed, then uses of binary coding for methods of automatic error correction in computers and calculators are analyzed. (DT)

An attitude survey and arithmetic tests were given to samples of students in order to quantify the benefit obtained from their use of calculators. Results showed that the use of the calculators does improve students' arithmetic performance with the less able students showing about twice the improvement of the more able. (MN)

A description of a calculator project conducted in Indianapolis schools is given. Results include a positive change in teacher attitude toward calculator use. (MK)

An example of a lesson involving calculators that focused on calculator use is given. An examination of the traditional algorithm by the students led to student-directed investigations. (MP)

How the use of calculators can illuminate mathematics and improve the level of problem-solving discussion in classes is presented. (MP)