Given is an example of the solution of maximum-minimum problems by replacing differentiation techniques with microcomputers and simple BASIC programs. (MNS)

An application of trigonometry in weather forecasting, dealing with cloud height, is discussed. (MNS)

An investigation of the cost of homeownership by constructing a mathematical model with refinements illustrates an important type of problem solving with calculators. (MNS)

A problem on speed of travel is stated in general terms to provide practice in algebraic manipulation while maintaining a sense of real-world usefulness. A computer program is listed. (MNS)

Much can be learned from a study of rational functions and the behavior of their graphs, so their inclusion in secondary school mathematics textbooks is urged. Analysis of reciprocal relationships and when they don't apply, asymptotes, and the graphing technique are each included in the discussion. (MNS)

The reversal phenomenon was studied with nearly 1,000 Australian students in grades 9-12. The insertion of a multiplication sign in an equation tended to lower the incidence of reversals, but switching from initial letters to other letters made little difference. (MNS)

How the notion of limit can be developed through a meaningful approach is discussed. Selected portions of the high school calculus course are described, and errors on a test are analyzed. (MNS)

How to develop multiplicative magic squares is discussed. Various types of numbers are used in the examples. (MNS)

The relationship between the historical evolution of algebraic ideas and their conceptual development is examined. A study with secondary school students indicates a possible parallelism between algebraic evolution and conceptual development and indicates how historical analysis can guide teaching. (MNS)

The given proof supplements the derivation of identities provided in textbooks. Illustrations are included. (MNS)

A problem concerning the ratio of the area of a hexagon and a triangle is presented, with the emphasis on possible extensions of the problem. (MNS)

Two problem-solving skills, guess-and-test and simplification, are introduced and reinforced through a variety of motivating problem situations. Solutions of sample problems and extensive directions for the teacher encourage the use of Polya's four-step model of problem solving. (MNS)

In this section, suggestions are given for working with radian measures, proving logarithmic properties, the law of cosines as seen by Pythagoras, and an alternative proof of a theorem. (MNS)

Provided are four worksheets that are designed to capitalize on the use of calculators as teachers' partners in helping students to develop an intuitive feeling for percentage. Students also learn how to use the calculator's percent key to compute percentages. (MNS)

Described is a simple algorithm that can be used for the input, arithmetic manipulation, and output of large integers in their exact representations. Three BASIC programs are included that apply this method to the problem of multiplication of large integers, computation of factorials, and the generation of palindromic integers. (MNS)