Exercises are used when beginning work with calculators to help pupils think about what they are doing. Four worksheets are included, with discussion of their objectives. (MNS)

Describes a process which allows students to explore repeating decimals without being inhibited by the limitations of the calculator display. In addition, the process can take some of the mystery from the decimal forms of rational numbers. (JN)

Ideas for teaching the concepts of percentage, recognition of patterns in percentages, percentage as a special ratio, ways of finding percentages, and fractional percentages are presented. (MNS)

Activities for selecting, naming, matching, recording, and reproducing fractions are presented, using a variety of illustrations and materials. (MNS)

Several examples are given to show that the calculator can be a tool to enhance mathematical understanding. Expressing rational numbers (fractions) as decimals provides the content focus. (MNS)

Two computer programs are given to provide simulations, for any value of n, to keep count of the frequency of the first significant digit. (MNS)

Various types of computerized sorting techniques are demonstrated with cardboard materials children can manipulate. Bubble, ripple, and binary sorting are each illustrated. (MNS)

An example is given of how to help students who have obtained a correct answer by a wrong method. They are asked to suppose that a child has found an easy method for division, and eventually write a computer program to show the correct method. (MNS)

Stresses that powers are all based on geometric progressions which start at unity. Various patterns are discussed. (MNS)

Involving students in generating and solving their own problems is proposed. A method for generating problems by using a number puzzle is presented. Ideas for using the "what if not" technique are also given. (MNS)

Activities involving estimation of the number of objects in a configuration can motivate students to consider parametric models. (SD)

A method is explained for using the calculator to determine the day of the week on which any given date falls. (DT)

A sequence of activities leading to the concept of Pi is suggested. (DT)

A card game is described which gives students practice with adding integers and which also develops the concept of "opposite." (DT)

Six mathematics problems are posed; details are given of the solutions for six other problems. (DT)