Should Students Use Calculators at School or Not - Essay Example

SHOULD USE CALCULATORS AT SCHOOL OR NOT Tutor: Date: Introduction Mathematics is one of the most important subjects studied at the elementary level of schooling, at this stage; children are expected to build their various cognitive skills. Mathematics is one of the important subjects that is thought to enhance thinking skills by enabling children solve different problems. Some scholars have even explained that children who have sharp mathematical skills are better placed to solve other challenges in other subjects and even in life as they grow. Arguments for and against use of calculators Various commissions have been set up to explore into ways of improving children’s performance in mathematics and other subjects in schools. It is through these developments that have witnessed elementary school students being allowed to use calculators in school. In spite of this development, different arguments still continue to surface about the decision to allow children in primary or elementary schools to use calculators when working out mathematics problems and challenges. Some people have argued that using calculators in elementary schools is not the best option, since students end up underutilizing their natural endowment to think and provide different solutions. On the other hand, those who advocate for their use say that calculators are important in increasing a child’s efficiency just like the abacus and other instruments that are used in schools. In many countries, some teachers of mathematics have been championing for the removal of calculators in the elementary classes arguing that by having them, children cannot effectively learn and comprehend the basics of lower level mathematics teaching. Using calculators is said to be preventing learners from discovering and understanding the underlying mathematical concepts that are essential as the child progresses to operations that are more complex. Using calculators according to this teachers makes the learners try different operations with much ease but without a basic understanding of what actually they are doing. It is said that by use of calculators, learners are not able to adequately benefit from the most important reasons for learning mathematics, which is, to effective train and discipline the mind to promote sound and logical reasoning. The proponents of this introduction say that long divisions as well as tedious pencil and paper computations have continued to experience less attention by students because they cannot follow effectively by reasoning out the answers in their minds. To this effect, they say that calculators ought to be made available for every learner in school and especially for those at the basic elementary levels. Research findings about use of calculators in schools The argument about whether to allow calculators in school has prompted different scholar and organizations to carry out research into this issue in order to make valuable recommendations. The fact is that learning in every subject is supposed to be interesting, teachers are always advised to use different approaches that elicit children’s intrinsic motivation to learn. The methods used should have a positive influence on the children’s attitude to learn, by doing so, children are able to follow all the procedures required in every subject without finding difficulties. A look at the Nation’s report card: Mathematics in the year 2000 brought to light the issue of using graphing calculators in school (National Center for Education Statistics, 2001). It was reported that students in grades 8 and 12 who used graphing calculators got higher scores compared to those that did not use the devices in the same grade. In fact, it was interesting to note that students in grade 12 who made regular use of graphing calculators like once a week got higher scores. On the other hand, those students in the 8th grade who practiced and used graphing calculators on daily basis recorded the highest grades (Dimock & Sherron 2005). When a comparison was made between 1996 and 2000, there was a clear indication of an increase in the number of students who were using graphing calculators for their different schoolwork activities and class exercises. In the year 2000, the responses collected about the effect of graphing calculators showed that use of these devices directly contributed to increased performance (Heller et al 2005). Moreover, when 12th grade students happened to use calculators at least once a week, their mathematics test scores went much higher. Eighth graders who used calculators on daily basis for their school and homework quizzes the highest scores compared to their 12th grade students. Teachers who administered the lessons and mathematical tests also had similar reports. The report showed that 8th grade teachers who allowed their learners to use graphing calculators performed much better that those who did not have access to these devices. In fact, those students that had an unlimited access and use of this devices showed better performance that those who were restricted on the use of these devices. When NAEP conducted an assessment on the influence of these calculators on various topic areas in mathematics, the results proved that students who used these tools scored higher marks in algebra and other function areas. This was a uniform observation for all students in different schools. In order to get objective results, the study was made in the entire different examination schedule in the school calendar. It was clear from the responses and analysis from findings of the report that those learners who relied on graphic calculators recoded high scores in the tests conducted during the end of the course. In this sample, it was also discovered that teachers of these students used graphing calculators more often that what was stipulated in the course books (Kastberg & Leatham 2005). Benefits from using calculators in schools There were three main benefits arising from the use of calculators according to this research, they included; Allowing for high level learning among the learners Improvement in efficiency i.e. more can be achieved with a short span of time Great levels of accuracy in the final results The teachers who taught the students by emphasizing on the use of graphing calculators said that it enabled them take mathematics concept to higher levels and easily connect with them. In fact, the students became more accurate and could do perform many operations accurately within a short period. It is this research findings that have seemed to underpin the controversial question of whether to allow children to use calculators in school. While different research recommendations have been made in favor using calculators in schools, there are still those who still hold to the fact that calculators are not the best alternative for children in elementary school. To this effect, it has always been said that the use of calculators right from the basic levels makes learners unable to solve even the simplest forms of arithmetic. Pointing to the fact that it makes most of them unable to tackle various problems in life that involves creative use of thinking skills like reasoning and critical thinking. In different schools, some learners usually become upset especially when they cannot successfully complete a certain mathematics problem. Most often, this is because they do not have the basic comprehension of the computations skills required that particular problem, These students are often disruptive and less focused in class, for this reason, most of the teachers end up allowing them to use calculators so that they do not spend extra time teaching them. It is important for teachers and parents to understand that the calculator needs to be used to supplement the process of teaching and not eliminating it (Mullis et al 2003). Teachers should therefore not use it as the only solution to various computations skills, learners are supposed to use these tools only after they have understood the fundamental principles for solving certain arithmetic problems. The use of calculators when one does not now the underlying principles can affect final scores because calculators only give answers depending on the instructions given to it. When wrong instructions are given to the calculator, it is obvious that the final scores will also be wrong. This is the reason why teachers need to allow learners an opportunity to effectively comprehend the procedures for doing certain mathematical operations before supplementing the process with calculators. Conclusion Amidst all these arguments, it is important to understand that in general, calculators are not bad, moreover, at one point; a child has to learn how to use it (National Mathematics Advisory Panel 2008). The important skills for successful mathematical computations should be repeated time and again by teachers, this will help learners to effectively master them. Early reliance on calculators may not be advisable because it makes children to develop poor skills in computation of mathematical problems. The reason for emphasizing on children understanding how to make mathematical computations successfully is because, these skills are necessary in life. In practical circumstances, calculators are not required to solve real life problems, this is the reason why they should be used sparingly at this elementary levels. References Dimock, V & Sherron, T. (2005). Final Report of a Study of the Impact of Graphing Calculator Use on State Assessments. Available at Heller, J. L, et al (2005). Impact of handheld graphing calculator use on student achievement in Algebra 1. Oakland, CA: Heller Research Associates. Kastberg, S., & Leatham, K. (2005). Research on graphing calculators at the secondary level: Implications for mathematics teacher education. Contemporary Issues in Technology and Teacher Education, 5(1), 25-37 National Center for Education Statistics (2001). The Nations Report Card: Mathematics 2000. Washington, DC: U.S. Department of Education. National Mathematics Advisory Panel (2008). Foundations for Success: The Final Report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education. Mullis, I.V.S., et al (2003). TIMSS 2003 International Mathematics Report. Available at Read More