This paper focuses on using technology to support mathematics instruction. Technologies such as computers and calculators are widely used in the teaching of mathematics. The educators advocate the use of these tools to reduce tiresome computations and tasks so that class time can be more effectively used for learning mathematics. The purpose of…

A discussion is given of calculators in the classroom. Opinions and recommendations of various groups are incorporated. (MK)

An experimental program using the calculator in third, fourth, and fifth grades is described. Three example lessons are included, on (1) subtraction with regrouping, (2) estimation, and (3) number theory: Quadratics. (MK)

The author pinpoints those aspects of education where calculators seem sure to have an impact and quotes from several reports that outline some of the short-term and long-term things mathematics educators may need to do to bring about an orderly and fruitful adjustment to calculators. (MN)

A proposal to shift to a conceptually oriented curriculum using the calculator as an instructional tool and to eliminate the teaching of complex computations in elementary school is presented. (MP)

The article recounts a conversation with preschool students about calculators. The author found the children to be familiar with calculators. Also, the Calculator and Mathematics Project, Los Angeles (CAMP-LA), a project which assumes every child has a calculator, is briefly described. (PK)

This paper, presented at the 1979 meeting of the American Educational Research Association (AERA) in San Francisco, discusses the effects of calculator availability on the elementary school mathematics curriculum. The rationale for a shift from a computationally based curriculum to a conceptually oriented curriculum utilizing the calculator as an…

What students need to know in a world where most computations are done by machine is discussed. Needed changes in the mathematics curriculum are then detailed in relation to mental arithmetic, numeration, decimals and fractions, paper-and-pencil computation, order of operations, problem solving, and instruction on calculator use. (MNS)

This booklet is designed to provide information on the Comprehensive School Mathematics Program (CSMP) elementary school mathematics curriculum. It attempts to capture the excitement of a workshop experience as well as convey a wealth of substantive information. Paralleling the format of a typical workshop, it presents in a descriptive format a…

Five regional conferences designed for elementary supervisors and elementary mathematics educators were held in Ohio. The purposes of the conferences were: (1) to provide direction on the effective use of the calculator in the elementary school classroom; (2) to re-emphasize the importance of problem solving as a major curricular outcome; (3) to…

The Mathematics 16 program provides for the development of essential concepts, skills, and attitudes required for effective computation and problem solving. The program is activity-based, and addresses the need for students to be able to transfer and apply specific mathematical concepts and skills to more generalized situations in everyday life…

The Mathematics 16 program provides for the development of essential concepts, skills, and attitudes required for effective computation and problem solving. The program is activity-based, and addresses the need for students to be able to transfer and apply specific mathematical concepts and skills to more generalized situations in everyday life…