Calculators are seen to shift the student focus in problem-solving situations from "how to do it" to "what to do," by keeping computation from standing in the way when pupils write or solve problems. (MP)

Discusses use of computers in Electrical Engineering (EE) at Virginia Polytechnic Institute. Topics include: departmental background, level of computing power using large scale systems, mini and microcomputers, use of digital logic trainers and analog/hybrid computers, comments on integrating computers into EE curricula, and computer use in…

Strategies for incorporating a calculator made within FORTRAN programs and a Response Analysis Scheme during interactive sessions are described highlighting salient features of the programs. (Author/SK)

Ways to make a discussion of the commutative properties of addition and multiplication more interesting to students are reviewed. An alternative promoted is a transposition-of-digits property, seen as useful in a number of instructional situations. The proposed investigation could be structured around calculator use. (MP)

The author recommends allowing elementary students to use pocket calculators, so that they may concentrate on the sense of a math problem without getting bogged down in computation. He presents calculator activities on place value, estimation, and arithmetic operations, suitable for grades 1-6. (SJL)

Addresses the problem of the failure of students to see a physiological system in an integrated way. Programmable calculators armed with a printer are suggested as useful teaching devices that avoid the expense and the unavailability of computers for modelling in teaching physiology. (Author/SA)

Worksheets designed to help students explore factoring integers are presented. (MP)

Evaluates the effectiveness of the supplementary use of two types of calculators with third-grade students. Compares acquisition and retention of mathematical skills, as well as student attitudes toward mathematics, hand-held calculators, programed feedback calculators and receiving instruction through the traditional approach. (Author/DS)

Data from the 1977-78 mathematics assessment of the National Assessment of Educational Progress (NAEP) on the use of calculators are discussed. (MP) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

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)