Abstract
Since the publication of NCTM's Principles and Standards for School Mathematics in April 2000, considerable discussion has taken place about “key messages” of the document. The breadth of the content of Principles and Standards may hamper attempts to identify messages about particular topics. In addition, many of the fundamental messages are not easily distilled into short phrases. In fact, when such messages are too succinctly articulated, the danger of oversimplification and misunderstanding arises. This misapprehension can be seen in a question that often emerges in discussions about elementary school mathematics and Principles and Standards. That is, what does Principles and Standards say about calculator use in elementary school?
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