Discussion Thread Calculators in the Math Classroom
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Liberty University *
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530
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Mathematics
Date
Jan 9, 2024
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Uploaded by AdmiralElectronHornet36
Discussion Thread: Calculators in the Math
Classroom
During Modules 1, 2, 3, 5, and 7, you will participate in Discussions by posting a thread in response to
the instructor's prompt and replying to at least 2 of your classmates' threads. Threads must be 300
words, and replies must be at least 150 words. You should include at least 1 citation in your initial post
and one citation in at least 1 reply. Remember to include a reference list in current APA style. See the
Discussion Grading Rubric for information on how to receive full credit for this assignment.
Several calculators are now available that do computations in fractional form as well as
in decimal form.
Some of these automatically give results in simplest terms.
If you
have access to such a calculator, discuss how it might be used in teaching fractions and
especially fraction computation.
If such calculators become commonplace, should we
continue to teach fraction computation?
When trying to teach mathematical skills it can be difficult for students to focus and understand
the importance of learning these skills since they have access to calculators freely outside of the
classroom. Students believe that calculators will do the work for them, so they do not need to
learn to do math. Some educators, along with the authors of the course textbook, believe that
calculators are a useful tool for teaching math skills, especially fractional computations. Johnson
et al. (2018), state, “Children learn to use calculators accurately and in appropriate ways and at
appropriate times when teachers integrate calculators into the curriculum as a tool for computing
and solving problems.” They continue their argument by saying that students should learn to use
fractions in math problems on paper and using calculators at the same time. When children use
calculators to solve fractional problems they should be allowed to practice solving them on paper
as well.
I disagree with Johnson et al. (2018). I believe that calculators in the math classroom provide a
crutch for students so that they do not have to learn to do computations on their own. Calculators
are a way for younger students to “cheat” because they do not learn how to solve more complex
math problems, such as comparing fractions. These are skills that are needed throughout life and
that need to be learned fully in elementary school so that they can be built upon in later grades
and recalled in adulthood. Calculators provide answers, they do not provide reasoning. The
reasoning is what these students need to gain in order to understand and justify answers to math
problems. Without these underlying understandings students will struggle to understand the
meanings of their answers and solve real-world problems.
References
Johnson, A., Kennedy, L. M., & Tipps, S. (2018).
Guiding children’s learning of mathematics
.
Cengage Learning.
Reply #1
Heidi, I appreciate you sharing your personal testimony that you are able to do mental
math faster than pulling out a calculator to solve real-world problems. I agree with you
that this is a necessary skill for students to learn in order to thrive beyond the
classroom. I had calculators in school and relied on them heavily! I was always a good
student and did well in math, but using a calculator caused me to rely on it. The fact
that I was allowed to use a calculator in school made it easier for me to scrape by in
math class without learning how to do these computations on my own. I am currently
doing my practicum with 5th grade students who are not allowed to use calculators. I
am amazed every day by what these students know and can do that I cannot. By not
having calculators in their classroom these students are forced to learn the math skills.
They are constantly teaching me things I never learned or forgot because I did not use it
on paper.
Reply #2
Colleen, you made an important distinction between simple calculators and
complicated/graphing calculators. The NCTM also makes a distinction between "simple
four-function" calculators and "programmable graphing" calculators, but states that all
calculators are helpful in teaching mathematics skills (2015). While using simple
calculators may be better than using technical calculators for younger students who are
still learning basic math skills, these young students need to have complete mastery of
math facts. Relying on even basic calculators allows students to scrape by without
learning the basic math facts of addition and multiplication. I know this is what
happened to me and I cannot do math without a calculator. Because I was allowed to
use a calculator for everything, I did. This meant I never had to learn times tables,
which is something I still do not know! It is a major hinderance to me in my everyday
life. While calculators can simplify advanced calculations for older students, I do not
believe that younger students should be allowed to use calculators at all.
References
National Council for Teachers of Mathematics. (2015, July).
Calculator use in elementary
grades
. NCTM.org.
https://www.nctm.org/Standards-and-Positions/Position-
Statements/Calculator-Use-in-Elementary-Grades/
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