This project description is designed to show how graphing calculators and calculator-based laboratories (CBL) can be used to explore topics in the physics of sound. The activities address topics such as sound waves, musical notes, and chords. Teaching notes, calculator instructions, and blackline masters are included. (MM)

This study showed that almost all of the students brought calculators to the administration of the SAT I test in November 1996 and 1997 and continue to do so today. The number who actually used the calculators on the test and the extent to which they used them varied across students. Performance on the math sections of the exam was associated with…

Provided is an activity designed to give grades 7-12 students opportunities to discover numerical patterns and to derive general conclusions from observing data. The activity focuses attention on patterns in products such as 33x34, 333x334, and 3333x3334. Three worksheets and answers are included. (JN)

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)

Calculators have made the arithmetic curriculum obsolete in both scope and sequence. Calculators can perform each operation as easily as any other. We should be asking if there is ever a time when we should trust paper-and-pencil computation. (MNS)

The problem of finding cube roots when limited to a calculator with only square root capability is discussed. An algorithm is demonstrated and explained which should always produce a good approximation within a few iterations. (MP)

It is concluded: (1) elementary school students enjoy doing problems, but have trouble thinking them out; (2) students need to work on a variety of types; (3) calculator use can definitely help students become better; and (4) students need experience in group work. Details of the instructional approach used are provided. (MP)

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)