In 1972, Hewlett-Packard introduced the HP-35, the world’s first scientific pocket calculator at a cost of $395 (Hewlett-Packard, 2007). As advances in technology increase so has its accessibility. Currently, a scientific calculator will cost about $12. Additionally, anyone with internet access also has access not only to free scientific calculators but graphing calculators as well. Let’s not forget iPhones and all of the calculator apps that are ready for download. Needless to say calculators are readily available to students of all levels; however, many mathematics teachers have been unable to keep up with these rapid changes.
After teaching high school math for seven years, I have noticed firm opinions regarding the use of calculators in the classroom. Through my experience, I have seen teachers holding on to the old-school argument that calculator use lowers expectations. However, there is research supporting the claim that proper calculator use improves student performance in computation, concept development, and problem-solving (Stiff, 2001). Federal agencies as well as national educational organizations are also urging educators to integrate calculators into the mathematics curricula (Porter, Garet, Desimone, & Birman, 2000; Stiff, 2001), but there still seems to be resistance (Ostapczuk, 1994).
Statement of the Problem
There is little doubt that calculators affect the learning of mathematics. Whether mathematics teachers like it or not, students will use calculators as much as possible. Lee and McDougall said it best, “Instead of worrying about what the calculators can do, teachers need to explore what more students can do by using the calculators” (2010, p. 858). Without a doubt, there are mathematics teache...
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Ostapczuk, E. D. (1994). The status of hand held calculators in secondary mathematics: An examination of issues and uses in the classroom throughout the Mid-Hudson Valley region. Retrieved from ERIC database. (ED380410)
Patten, M. L. (2001) Understanding research methods: An overview of the essentials. (3rd Ed.). Los Angeles, CA: Pyrczak Publishing.
Porter, A.C., Garet, M. S., Desimone, L., Yoon, K. S., & Birman, B. F. (2000, October). Does professional development change teaching practice? Results from a three-year study, executive summary. (Doc #2000-04). Retrieved from the U.S. Department of Education website: http://www2.ed.gov/rschstat/eval/teaching/epdp/report.pdf
Stiff, L. V. (2001, April). Making calculator use add up. NCTM News Bulletin. Retrieved from http://www.nctm.org/about/content.aspx?id=1242
Rugg, G., & Petre, M. (2007). A gentle guide to research methods. Maidenhead: McGraw-Hill/Open University Press.
Steen, Lynn Arthur . "Integrating School Science and Mathematics: Fad or Folly?." St. Olaf College. (1999): n. page. Web. 12 Dec. 2013..
...Raskind and Stanberry (2010) state, “the auditory feedback may help a student check the accuracy of the keys he presses and verify the answer” (p. 1), which clarifies that these special calculators can positively affect students.
Virtual manipulative tools are now also available for use in the classroom. It ranges from simple counting blocks to geoboards and tangram puzzles. Instead of reading about a math concept or working out a problem on paper, a student will work with a physical object to better understand what he/she is learning. The concrete representation is useful at all levels of math, from a preschooler using blocks to strengthen counting skills to an older student using fraction models to understand equivalent fractions.
Over the past few decades, technology has advanced significantly. The use of calculators, computers, and other techniques in many fields has increased. On a large scale, technology is replacing traditional methods of instruction in the field of education. Many people believe that adopting technology in the learning process can increase productivity. However, David Gelernter, a professor at Yale University and a leading figure in the field of technology, suggests limiting the use of technology in the classroom in his article “Unplugged: The Myth of Computers in the Classroom,” published in the New Republic magazine in 1994.
As mentioned above, the design and construction of the calculator make it convenient and easy to use. Also, the symbols used follow standard conventions which reduces the chance of confusion. The ability to produce characters of both the English and Greek alphabets gives the user the ability to write any word or equation.
To investigate the notion of numeracy, I approach seven people to give their view of numeracy and how it relates to mathematics. The following is a discussion of two responses I receive from this short survey. I shall briefly discuss their views of numeracy and how it relates to mathematics in the light of the Australian Curriculum as well as the 21st Century Numeracy Model (Goos 2007). Note: see appendix 1 for their responses.
However, technology should never substitute the fundamental learning in our educational systems. Specifically, in primary school, building a firm fundamental education is crucial. Seeing children still using fingers to do simple math in second grade is not a good sign of academic improvement. Though the students may easily figure out the answers by using a calculator, before letting the children get any closer to these technical gadgets, they have to first learn to figure out the answers themselves.... ... middle of paper ... ...
If the calculator is used properly in the classroom, it can be a great tool that benefits students and teachers. This machine allows teachers to focus on other
According to Christina Sheets’ experiment, restricting the use of a calculator for four months improved the average final exam scores from 88.4% to 91.7%. Calculators impair learning the concepts behind the math and diminish critical thinking while practicing math problems. Instead of learning the concept, students comprehend what buttons to press; calculators have taken over, essentially learning a concept the traditional way. A large portion of calculators diminish the ability to critically think and not be able to estimate.
Prior to my search, I was curious to why computers were not as effective as the general public assumed, as Oppenheimer had concluded. Dr. Herr, a professor of Education at California State Univerisity, Northridge, and my Methods of Teaching Science instructor, provides his seminars with ample uses for computers in education. This gave me the desire to further pursue the value of computers in the classroom on a larger scale; incorporating views and opinions nationwide.
During my education, teachers have had many more resources available to them than they did during my Grandpa's time. Calculators, computers, and TV are everyday tools used for teaching. Teachers taught us how to use a calculator at a very early age. Since the fifth grade, I have used a computer to write or research most of my asiments. Every year, the amount of work I do on a computer increases.
Problem solving is an essential skill that all individuals must learn in order to be a successful human within the society. Therefore, the skill is taught from an early age, and is built upon throughout the academic years. In grade school, students learn addition and subtraction which is taught using paper and pencil. It is not until middle school and high school when students are taught more complex math problems and are able to use calculators to make the process faster. According to an article, “Using calculator in elementary math,” it states that a calculator is a tool to do calculations, but...
Before 1975 calculators in the classroom were not common, as they were rare and expensive (Banks, 2011, p.7). However, during the 1980’s some states were providing calculators to students for free. The Conference Board of Mathematical Science said that calculators motivated students to do more advanced mathematics. More than thirty years after its invention, the electronic calculator has moved from a machine that could only perform simple operations such as addition and subtraction into a machine that can perform highly sophisticated computations, not only faster, but with a much higher degree of accuracy. At the same time, the cost of a basic calculat...
Computers have entered right into the classroom. If you use a calculator…that is a computer. Also programs like Excel (or other graphing programs) can allow you to graph certain functions that would be hard to do by hand.