Covers a project conducted by the Freudenthal Institute in which observation of student behavior supported the premise that the graphics calculator can stimulate the use of realistic contexts, the exploratory approach to mathematics, a more integrated view of mathematics, and more flexible behavior in problem solving. (AIM)

The difference between estimation (the mental skill of making an educated guess) and approximation (finding a result precise enough for a specific purpose) is discussed. (MNS)

Debates the place of standard methods, the calculator, and mental mathematics in elementary education. Proposes a framework for computation that emphasizes a sequence for introducing computational procedures. (ASK)

Described is an activity demonstrating how a scientific calculator can be used in a mathematics classroom to introduce new content while studying a conventional topic. Examples of reading and writing large numbers, and reading hidden results are provided. (YP)

Computation errors that may occur by expanded use of calculators are discussed. Potential errors with five exact arithmetic examples are described as they are translated into approximate processes. (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)

Suggests use of the quadratic formula to build understanding that connections between factors and solutions to equations work both ways. Making use of natural connections among concepts allows students to work more efficiently. Presents four sample problems showing the roots of equations. Messy quadratic equations with rational roots can be solved…

A procedure is described that enables students to perform operations on fractions with a calculator, expressing the answer as a fraction. Patterns using paper-and-pencil procedures for each operation with fractions are presented. A microcomputer software program illustrates how the answer can be found using integer values of the numerators and…

A distinction is made between estimation and checking, and an analysis of standard errors made on calculators when pupils are checking answers is given. (MP)

Offers examples of loss of accuracy when using digital computing devices. Discusses causes for loss of accuracy and methods of preventing loss. Presents implications that loss of accuracy has for mathematics instruction. (MDH)

Ways elementary school teachers might use calculators to help students are noted. A total of nine activities, listed under place value, computation, and estimation, are provided to assist the classroom instructor in effectively employing calculators. (MP)

A method is presented for determining cube roots on a calculator with square root facility that has a rapid rate of convergence. (MP)

Presents two examples of using the limitations of calculators to help students understand important mathematical ideas. The first example shows how a simple algebraic calculation can make a recursive model work long enough to perform the job at hand while the second shows how the limitations of a calculator can be used to introduce the need for…

Describes how to teach the solving of multistep problems without recording the intermediate results. Stresses using calculators having memories and necessary functions. Provides activity worksheets. (YP)

Suggests math activities for elementary students that are designed to strengthen problem-solving, computation, and calculator skills by revolving around the real-life situation of a picnic. The article suggests designing a class project to plan and carry out a class picnic, stressing the use of mathematics and calculators. (SM)