Chapter two of the book, "Problem Solving with Calculators,"is presented. Topics covered include parts of a problem, steps in problem solving, guessing, and methods of calculation. (MP)

Activities for providing practice in estimating sums and products using calculators are presented. Worksheets are included. (MN)

Reviews the use of a programmable hand-held calculator for evaluating a student's performance on a quantitative laboratory experiment. (SL)

Finding the sum of all n digit whole numbers that can be formed from an n digit whole number is proposed as a useful classroom activity. The problem leads from inductive method to deductive proof with the aid of pocket calculators, and provides an opportunity to introduce factorial notation and permutations. (MN)

Position statements approved by the Board of Directors of the National Council of Teachers of Mathematics Concerning Calculators (1974) and Computers (1976) are included. (MN)

Programs for calculating gravity flow using a Texas Instruments SR-52 and the Programmed Manning Equation are given and discussed. (MR)

Ten problems involving large calculations are described for classroom use with a calculator. (JT)

Second part of an article describing the use of programmable calculators to solve complex physics problems. (SL)

Describes the computation of relatively complex functions such as log x and ln x with a simple four function hand held calculator. (SL)

Describes a method for modifying a four-function pocket calculator so that it can be used as a pulse counter. (SL)

Outlines a problem concerning the computation of hydrogen spectral line wavelength in a general physics class which is appropriate for computations on calculators with 8 significant digits of accuracy. (SL)

Six bonuses that students and teachers experience when using calculators are described. Then problem solving and creative problem-making are discussed, followed by practical suggestions for teachers who want to try calculators. Advice on personalizing the use of calculators and recognizing some of their limitations is also included. (MNS)

The decision by the Connecticut State Board of Education to endorse use of calculators on the state's new eighth-grade mastery test was followed by the purchase of calculators for the students. The role of calculators in society and the curriculum is discussed, as well as testing goals. (MNS)

Shows a direct solution for factoring trinomials, without trial and error, using a calculator. When a calculator is not available, the mathematical chore is eased somewhat using reference tables, as shown in two noncalculator methods (determining nonfactorability and factorability). (JN)

Addresses issues related to the use of microcomputers for solving problems. Includes considerations of the impact of software availability, the nature of software for chemical education, general-purpose software, and dedicated software. (JN)