Advantages and disadvantages of using hand-held calculators in the elementary school mathematics program are discussed; implications for instruction and for the curriculum are considered briefly. (DT)

Suggestions for using handheld calculators are given. Students can invent and check their own problems. The calculator can debug problems, provide practice, aid in developing concepts of place value, decimals, order of operations, powers of a number, and evaluation of formulas. (KM)

This article draws attention to the use of color in mathematics instruction. Several examples are given, such as Cuisenaire rods, number lines, magic squares, and combinatorial problems. (MP)

This article suggests that the choice of instructional materials be guided by children's needs. (MM)

Describes adaptations of Mme Papy's minicomputer to the classroom. Specific examples include correlation with Cuisenaire rods, currency applications, and liquid measure applications. (RS)

A large doll can be used to illustrate many mathematical concepts to young children. Examples of the concepts introduced with the doll include one-to-one correspondence (buttons with buttonholes) and relative sizes. (SD)

A teaching aid called EOPDICA (Electrically Operated Panel for Displaying Illuminated Colored Arrays) is described; suggestions for its use in teaching sets, elementary number theory, and place value and numeration are given. (DT)