Abstract: One example includes a method for assigning numerical indicators that each define a respective numerical format in a mathematical calculation. The method includes receiving a mathematical expression as an input. The mathematical expression includes at least one expression term. The method also includes assigning a first numerical indicator to each of the expression term(s) and performing at least one mathematical calculation provided by the mathematical expression to obtain a mathematical solution comprising at least one solution term. The method also includes assigning a second numerical indicator to each of the solution term(s) based on the first numerical indicator of each of the at least one expression term and based on rules defined in an indicator priority rule-set. The method further includes displaying each of the at least one solution term of the mathematical solution in a format corresponding to the respectively assigned second numerical indicator on a graphical display.

Abstract: A hand-held calculator programmed to teach mathematics in a manner which emulates traditional step-by-step teacher-student teaching methods and shows the important intermediate steps. Using linked lists, the method allows the use of selected data sets of problems and provides choices of mathematical operations, including transformations which are applicable or can operate on a selected problem. Importantly, the choices available to the student will not always lead to a solution or simplification of the problem. This allows the student to see the effect of an improper choice, as well as a proper choice.

Abstract: The present invention discloses the use of a hand-held calculator programmed to teach mathematics in a manner which emulates traditional step-by-step teacher-student teaching methods and shows the important intermediate steps. The method allows the use of selected data sets of problems and provides choices of mathematical operations, including transformations which are applicable or can operate on a selected problem. Importantly, the choices available to the student will not always lead to a solution or simplification of the problem. This allows the student to see the effect of an improper choice, as well as a proper choice.