This study consists of a review of research on calculator use in both elementary and secondary education. The bulk of this document consists of annotations of the research reviewed, and is categorized under three headings: 1) Calculator Effects on Computational Achievement and Attitude Toward Mathematics; 2) Calculator Effects on Problem Solving Ability; and 3) Implications for Curriculum Change. Among the conclusions reached, were: 1) There was enough evidence to believe that calculators were not detrimental to computational skills, and are more likely to improve them; 2) Children's attitudes did not suffer from using a calculator; and 3) Results regarding calculator effects on problem-solving performance were inconclusive. Teachers are seen to be largely unaware of what research has been done. Five specific recommendations are made related to calculator use in the classroom, the need for communication of research findings to communities and schools, and suggested directions for future investigations. (MP)