Despite the importance of computational estimation skill for the improvement of number sense, little research exists on preservice teachers' estimation skills and their view on estimation in the US context. This study examined the computational estimation skill of 58 preservice elementary teachers (PSTs) and its relationship to their views of the…

Adults with learning disabilities (LD) face educational and employment challenges and may also have other disabilities and health conditions. Little is known about these adults' numeracy skills and how they use numeracy at work or home. The article's objective was to investigate numeracy skills and skill use for U.S. adults with LD. The author…

Tossing a fair coin 1000 times can have an unexpected result. In the activities presented here, players keep track of the accumulated total for heads and tails after each toss, noting which player is in the lead or whether the players are tied. The winner is the player who was in the lead for the higher number of turns over the course of the game.…

The purpose of this study was to use calculator-assisted instruction to help two fifth-grade low-achievers learn number sense. The research process includes three stages: (1) pre-test interview to detect what kinds of number sense the students did not have; (2) calculator-assisted instruction to help them develop number sense; and (3) post-test…

This document presents a review of evidence commissioned by the Education Endowment Foundation to inform the guidance document "Improving Mathematics in Key Stages Two and Three" (Education Endowment Foundation, 2017). The review draws on a substantial parallel study by the same research team, funded by the Nuffield Foundation, which…

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)

Argues that the type of calculator that is used in mathematics instruction is very important. Suggests that four-function calculators fail to give correct values of mathematical expressions far more often than do scientific calculators. (PK)

This calculator experiment for seventh-grade students on prime factorization contains objectives, difficulties, a discussion, several examples, and a worksheet. (MP)

Describes four activities designed to discover numerical patterns using a calculator or paper and pencil. Provides tables and figures for the activities. (YP)

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)

Ways of using the calculator as a vehicle for investigating one aspect of the square root concept are illustrated. (MK)

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)

Discusses the history of different methods of representing numbers and how these representations facilitated counting and computing devices such as the abacus. (MDH)

Suggestions are given for using the calculator in junior high classrooms. Square roots, factoring, and percentages are some topics discussed. A worksheet is included. (MP)

Algorithms for generating random numbers are discussed along with disadvantages. A program for a programable calculator is given that overcomes those disadvantages. (MP)