Results of this study indicated calculator algorithms can serve as an effective alternative instructional strategy where computational skill is an instructional goal. (MP)

This study compares a pencil-and-paper drill strategy with a calculator drill strategy in facilitating the learning of multiplication facts. The results suggest pencil-and-paper drill is more effective. (MK)

Five calculator activities are described that are designed to explore ordered operations. Suggestions are given on mathematical objectives, strategies for solving, and possible extensions or follow-up activities. (MP)

Some of the changes in mathematics curriculum and pedagogy suggested by the calculator are described and discussed. (MK)

The author discusses the use of calculators in calculus classes and difficulties caused by roundoff errors. References for advanced follow-up topics are given. (Author/MK)

A series of quotes from teachers regarding calculator use are given. (MK)

An account is given of the use of the calculator and Cuisenaire rods in examining decimals that result from the division of whole numbers. (MP)

A possible solution is discussed to the problem of what mathematics to teach low achievers. The three main aspects are very basic mathematics, calculators, and confidence. (MP)

Activities are described in which the calculator is used for extending students' knowledge of place value and of basic arithmetic operations. (DT)

The concept of percentile is a fundamental part of every course in basic statistics. Many such courses are now taught to students and require them to have TI-82 or TI-83 calculators. The functions defined in these calculators enable students to easily find the percentiles of a discrete data set. (PVD)

Discusses the properties of the equation y"+ay=0, a basic equation in differential equations classes which is well known to have periodic solutions. Explores similar but more complicated equations using a graphing calculator to ask questions about the nature of the solutions and to generate conjectures from examples. Lists some equations and…

Four issues associated with calculator-available assessments are discussed: (1) benefits and problems of calculator use; (2) components of various types of calculator-available assessments; (3) construction of calculator-available assessments; and (4) the need for additional examination of items included on calculator-available assessments. (SLD)

Describes an activity in which students are given a set of designs and are required to use their electronic grapher to reproduce the designs. The activity reinforces students' understanding of lines and of the formula for a linear function. (MKR)

Explores and illustrates the range of ways in which the design of mathematics examination tasks can be influenced by graphics calculators from the perspective of the people designing the exams. Also discusses principles for awarding partial credit to student responses. (Author/PVD)

Discusses drawing a Pythagoras diagram in the context of how computer software influences mathematical understanding. Requires different understandings of what the diagram involves in order to be successfully completed in different environments. Suggests that while LOGO is often expected to be easier, a graphic calculator can be less demanding.…