Described are ways that errors of magnitude can be unwittingly caused when using various supercalculator algorithms to solve linear systems of equations that are represented by nearly singular matrices. Precautionary measures for the unwary student are included. (JJK)

The relative effectiveness of three methods of teaching fraction computation in the context of the community college was investigated. The use of calculators was a special focus of the study. The three methods were: (1) conventional algorithms with no calculator, (2) conventional algorithms with calculator, and (3) alternative algorithms using…

An algorithm is given for computing the cube root of any real number on a calculator. (DT)

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)

The arithmetic needed for complex calculation using an electronic calculator is explained and exemplified. Problems involving square roots, number theory, Fibonacci numbers, and electrical resistances are solved. (SD)

An algorithm for the calculator is given for determining the day of the week for any date. An instructional sheet, a worksheet, and a BASIC program are included. (MP)

A straight forward process for working in fractions on any calculator is presented. The method involves converting a decimal back into a fraction in its lowest terms. (MN)

Suggests and illustrates ways in which systematic consideration of selected unary operations can be facilitated by using electronic calculators. Emphasis is placed upon unary operations suitable for exploration and investigation at the pre-algebra level, using calculation algorithms as a basis for generating examples and non-examples to develop…

A method for finding any integral root of a number using a four-function calculator is given, along with a justification of the method and root-finding exercises. (MN)

This response to Usiskin's editorial comment on calculator use in the May 1983 issue considers why arithmetic is taught. The belief that mathematics improves thinking and the humanist position that it is part of our cultural heritage are noted. The role of mathematics in the curriculum should be reconsidered. (MNS)

Data from the 1977-78 mathematics assessment of the National Assessment of Educational Progress (NAEP) on the use of calculators are discussed. (MP) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

The National Council of Teachers of Mathematics (NCTM) 1978 Yearbook contains fourteen articles covering a broad spectrum of computational topics. The first article considers the role of computational skills in the world of today and tomorrow. Several articles focus attention on how to help children master the basic facts. Algorithms for…

The intent of this paper is to suggest and illustrate how electronic hand-held calculators, especially non-programmable ones with limited data-storage capacity, can be used to advantage by students in one particular aspect of work with polynomial functions. The basic mathematical background upon which calculator application is built is summarized.…

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)

It is suggested that the reasons for teaching the standard written algorithms for calculations are not out of date. Alternative algorithms, such as mental algorithms, calculators, and nonstandard written methods, are discussed. (MP)