The effect of the use of calculators on learning and on calculation is discussed. Also, the effects of the use of calculators in developing countries and for deprived minorities are discussed. (MP)

The authors present a teaching module designed to allow students to convert fractions to decimals using any four function calculator, do the prime factorization of the denominator with the calculator, and find patterns formed by the denominators of the fractions that are terminating decimals. (MN)

This is the fourth installment of a "teach yourself" style workbook about simple four function calculators and elementary concepts in computer programing. This installment introduces mixed operations. (MN)

A program utilizing minicalculators in a mathematics class at the eighth grade level is described. The recommendation is made that the utilization of calculators not exceed one experience per week. (MN)

An algorithm is provided for generating as many desired digits in the decimal representation of a rational number on a calculator. It may be used whenever the number of digits displayed on the calculator exceeds the number of digits in the denominator. (JT)

The nature and extent of teacher concerns regarding the use of calculators in the classroom are expressed. (JT)

Presented are several suggestions for teaching elementary school mathematics with technology. Activities use calculators and microcomputers for teaching multiples. (RH)

Examples are given of transcripts made from tape recordings of a teacher working with groups of 10-year-old children using calculators. Attention is focussed on the teacher's role in the interactions which take place. Suggestions are offered for the possibility of a structure of strategies available to a teacher. (Author/RH)

A meta-analysis of 79 research reports on the effects of calculator use on students' achievement and attitude in grades K-12 was conducted. At all but one grade level, students using calculators maintained or improved their paper-and-pencil skills. Suggestions for the classroom are included. (MNS)

Use of the calculator to create a series of iterations to approximate i to some desired degree of accuracy is illustrated with three problems on interest rates. (MNS)

The design, selection, and organization of instructional materials that integrate calculators are described in relation to a model based on movement and representational level. Instructional resources and advantages of the model are described. (MNS)

One schools' experiences with mathematics contests are described, with American Pi, the Great Calculator Contest, and the Forest View Math Olympics in problem solving each detailed. (MNS)

Studied for three years were eight Swedish classes with pupils aged 10-12 using calculators whenever they could be of use, along with experimental textbooks. The experimental classes were as competent as control classes in mental arithmetic and calculations with simple algorithms, and had better understanding of numbers and problem solving. (MNS)

Four worksheets are included, providing practice in estimation, computation, pattern recognition, and problem solving involving calculator use. (MNS)

Steps in organizing a calculator tournament among schools are described, and sample problems used in the tournament are given. (DT)