An experimental program using the calculator in third, fourth, and fifth grades is described. Three example lessons are included, on (1) subtraction with regrouping, (2) estimation, and (3) number theory: Quadratics. (MK)

Examples given for uses for the calculator exchange key include: generation of the Fibonacci sequence and geometric series, determination of square roots, and the chief use of the function, which is to interchange the numerator and denominator of a fraction. (MK)

The format of digits in liquid crystal displays (LCDs) on calculators and watches can motivate some simple investigations appropriate for school mathematics. Several sample problems or investigations are provided. (MK)

The authors suggest a few games for which programmable pocket calculators are used to create an environment in which mathematical concepts can be experienced more easily by students. (Author/MK)

A set of recommendations from a group of mathematics and science professional associations are presented for essential and desirable features in calculators for use by pupils in secondary schools. (MP)

The relationship between simple interest and compound interest is explored by using calculators to develop the required formula inductively and intuitively. (MP)

This study of seventh graders investigated the use of the calculator in learning conversion algorithms among fractions, decimals, and percents. The calculator was successful with some topics but not with others. (MP)

Four K-12 studies and one for grades 3-4 considered which math topics could be taught most effectively with a hand-held calculator, which new mathematical topics could be successfully introduced when using such calculators, and what the implications might be for problem solving. (Author/LS)

Presents an activity for determining the volume of a solid revolved around an horizontal axis using graphing calculators and computers. (ASK)

Presents historical mathematics to students. Suggests allowing students to have two methods of problem solving with a graphing calculator to allow for a visual result. Indicates that students should have more than one opportunity to experience a solution to a problem, a variety of contexts for the problem, and an opportunity to communicate. (ASK)

Argues that technology influences mathematics education by enabling students and teachers to discover and demonstrate generalizations and properties that were unthinkable a few years ago. Focuses on one example related to a paradox involving parabolas. (DDR)

Presents four activities that use graphing calculators, spreadsheets, and graphing software to model population growth. (MKR)

Presents an activity illustrating the role that technology can play in modeling real-world problem situations and making connections across the curriculum. Includes using a graphical model to answer the questions. Lists related programs for TI-82 and TI-92 graphing calculators. (ASK)

Discusses the implications for teaching of the decision to permit use of graphics calculators in some Victorian Certificate of Education examinations. Also explores the impact of this decision on assessment in mathematics, argues that some amendments should be made to the policy, and looks ahead to the near future when students will have ready…

Presents an insightful approach to algebra that enhances both personal and classroom communication through the process of solving a linear equation. (KHR)