Two games and one activity designed to be used with a hand-held calculator are presented. (MK)

Suggestions for using handheld calculators are given. Students can invent and check their own problems. The calculator can debug problems, provide practice, aid in developing concepts of place value, decimals, order of operations, powers of a number, and evaluation of formulas. (KM)

The role of common fractions in mathematics education and in applications is discussed in light of the increased importance of calculators and the metric system. (MP)

The use of the calculator is suggested in teaching algorithms for the four basic operations, in place of any difficult standard algorithm. (MP)

An argument is given in support of the use of hand-held calculators in the elementary grades. (JT)

Elementary school mathematics curricula are being developed that are designed to use calculators. As the calculator-integrated curricula are developed, tests must be developed that involve the use of calculators. Some examples of how achievement tests using calculators would be different are considered. (RH)

This section of the journal contains computational activities designed to be used with a calculator. These activities enable students to practice skills of estimation, skip counting, place value, and computation. (RH)

Despite numerous recommendations, little has been done to integrate calculator use into elementary school classrooms. Cost, equal access, and the existence of computers are not obstacles to calculator use: our attitudes and beliefs are. What must be done to integrate calculators into the curriculum is outlined. (MNS)

Taking advantage of calculators involves becoming knowledgeable about the research on calculators, recognizing intangible benefits of calculator use, developing an open calculator policy, allowing students to explore with calculators, never requiring calculator checks of paper-and-pencil computations, using standardized tests designed for…

Demonstrates the use of the memory functions on hand-held calculators by presenting three activities that are appropriate for use in middle grades (4-8). The constant arithmetic feature of the calculator is also required. (JN)

The use of the calculator is considered from a functional view and from a pedagogical view. (DT)

A proposal that the fullest possible use be made of calculators at all grade levels is discussed. (DT)

These worksheets represent gameboards designed to provide practice in estimation using a calculator. Worksheets are presented for estimation in addition, sums and differences, products, and quotients. (MP)

The method described here converts a given problem in a base other than ten to a related problem in base ten, solves the related problem in base ten, and converts the answer back to the original base. Limitations are discussed. (MP)

A distinction is made between basic computational skills and skills related to applied mathematics and verbal problem solving. The advantages of using calculators for teaching the latter skills are discussed. (MP)