Describes a variety of computer toys and computerized toys for children. Maintains that while the toys provide stimulation, they do not develop children's imaginations. Cautions against allowing computers to alienate society and emphasizes that computerized toys should be used as tools rather than as substitutes for learning. (Author/MJL)

Two separate and simultaneous studies took place in middle socioeconomic schools. A considerable degree of consistency of results in problem-solving performance with and without calculators was found in the two investigations. Calculator-using groups performed significantly higher than non-calculator groups where differences occurred. (MP)

Describes an exercise, suitable for use on programmable calculators or microcomputers, to calculate some of the rapidly processing orbits of a mass M near a static black hole star of mass M. (SK)

An exploration of a problem called solving quadratic congruences modulo p is detailed and is built around an alternate method of deriving the quadratic formula. Three practical pedagogical values that have been experienced by students and instructor when the material was presented to classes are noted. (MP)

Continued fractions and associated sequences are viewed to constitute a rich area of study for mathematics students, by supporting instruction on algebraic and computational skills, mathematical induction, convergence of sequences, and interpretation of function graphs. An iterative method of approximating square roots opens suggestions for…

This study viewed the impact of calculators on achievement and attitudes and differential effects of this use on various population groups in a community college arithmetic course. Data did not confirm the use of calculators for motivational purposes, inspiring confidence, or increasing problem-solving skills for all types of students. (MP)

Ways elementary school teachers might use calculators to help students are noted. A total of nine activities, listed under place value, computation, and estimation, are provided to assist the classroom instructor in effectively employing calculators. (MP)

Calculator use by kindergarten and first-grade pupils was examined to see whether they could perceive and use the "counter button." Results indicated pupils at this age could use calculators as a tool, and further research is encouraged. (MP)

The need to recognize differing learning styles in children so as not to ignore the gifted but learning disabled student is stressed. The use of games in math instruction is considered and suggestions for presenting word problems in ways which take into account differing styles are offered. (PHR)

Ideas for teaching pupils of the specialized language of calculators before they are used as tools in the classroom are presented. (MP)

A description is given of a calculator-oriented arithmetic course given at a community college. Problem solving was the primary objective of the course. (MK)

Two posters that can provide simulated problem-solving experiences at a corner store are provided. (MK)

Four problems are presented and solutions using a calculator are illustrated. (MK)

A method is presented for determining cube roots on a calculator with square root facility that has a rapid rate of convergence. (MP)

Suggests a number of guidelines to serve as a basis for policy on the use of hand-held calculators in the elementary school. (MP)