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)

Some materials are examined which try to cultivate skills and concepts such as estimation, approximation, significant digits, place value, and repeating decimals. Also discussed are repercussions and longer term implications on the use of minicalculators. (MP)

Solutions to difficult equations are illustrated with numerical techniques that can be used easily on calculators. Flowcharts and programs for computers and calculators are included. (MP)

Four categories of abuses are discussed: calculations, games and puzzles; mystical button pushing; and checking answers. Useful activities are illustrated for the categories of calculations, patterns, exploration, applications, and new content. (MP)

The possible subtle influence of calculators in the routine evaluation of the arithmetical proficiency of students is noted. The authors show with statistical interpretation the results of a study conducted on a class of 71 first-year professional pharmacy students taking a two-credit hour pharmaceutical calculations course. (LBH)

Presents an activity on solving equations of the form ax+b=Sqr(cx=d) using graphing calculators. (ASK)

Discusses the results of research which examines the perceptions of teachers as they initially engage in instruction using graphing calculators. Data were collected from 261 math and science teachers of grades 6-12. Participant views changed significantly overall in favor of viewing the graphing calculator as a thinking tool to enhance conceptual…

Describes a lesson that uses the graphing calculator to prompt the proof of the mean-value theorem. Students, through guided questioning, proposed the idea of using a difference function to find where a tangent line is parallel to a secant line. Through the use of graphing technology, students conjectured the essential fact that the constructed…

Describes computer or calculator-graphing technology to develop parametric representations which help students connect mathematical topics from algebra and trigonometry through algebraic, graphical, and numerical representations. Computer or calculator graphing utilities instantly transform algebraic expressions into visual and numerical displays…