This report surveys many of the recent investigations on calculators and their use in mathematics education. The review notes that the widespread availability of hand-held calculators and their affordability has led to their consideration as a viable tool to aid in mathematics instruction. The studies reviewed suggest that many questions are still unanswered, with the majority of studies that compared groups using or not using calculators either favoring the calculator group slightly or reflecting no significant differences. This result is considered unique to the typical case in mathematics education, with the positive trend lending support to the common sense belief of many mathematics educators that calculators will not adversely affect achievement. Many of the studies reviewed are seen as similar in that they are not concisely reported, are ambiguous, and have serious methodological flaws. Other problems with the research are pointed out, and further investigation of this new and developing area is suggested. (MP)