Abstract

Recommendations in such current publications as NCTM's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) and the National Research Council's Everybody Counts (1989) emphasize the full use of technology in the classroom at all grade levels. But what is the role of technology in the early grades? How can computers best be used to support primary-level mathematics instruction? Where does the use of the calculator fit into the primary-level pupil's development of mathematical concepts? How can we justify the abstract nature of calculator activities in a primary-level mathematics curriculum built on the needs of young pupils to experience concrete representations of mathematical concepts?

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