How Many School Allow Students Use Calculators In Math Class Is The Use Of Calculators Good Or Is The Myth That Says Calculators Make Students Lazy True?

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Is The Use Of Calculators Good Or Is The Myth That Says Calculators Make Students Lazy True?

A calculator is a great tool that allows for mathematical exploration and experimentation, thereby enhancing students’ understanding of concepts. Before I get into the benefits of using calculators in education and how to use them efficiently, I would like to first outline the types of calculators available today.

We can classify calculators into two types. The fist type is a calculator that evaluates expressions. This type is used to replace tedious manual paper and pencil arithmetic. The second type of calculator is the calculator of special functions for example the graphing calculator, the algebra calculator, the matrix calculator…etc. These calculators are used for concept exploration. Each type of calculator can fit into math education in its own unique way and needs curricula specifically written to incorporate it into education.

Recent studies show that calculators are valuable tools for teaching mathematics. Instead of the student spending his time on tedious arithmetic calculations, he can spend his time developing and understanding concepts. Many students in the past had turned off mathematics because of long tedious calculations and students who were efficient in these calculations were considered good at mathematics. Little attention was paid to the dissolution of concepts. They barely had time to concentrate on the concepts. Today, with the use of calculators, students spend all their time understanding concepts and the logic behind mathematics. They can relate concepts to real-life application. The overall educational experience became richer. This is why calculators are recommended for all grades of education, from kindergarten through college.

Some may argue that this way the student can become lazy. The answer to this question is to consider that you are giving an elementary school student a problem that he has $100 and he went to the market and bought five items of one product for a certain price and three items of another product for another price price and he paid the 100 dollars then what is the rest he will receive. Now what is the mathematical research of this problem? The question here is how to do arithmetic multiplication, addition and then subtraction? Or the question is that the student must know what will be multiplied by what and what will be added to what and finally what will be subtracted from what? Basically, the math in this problem is the procedure you will do to find the remainder, not the arithmetic process itself. In the past, overwhelming the student with arithmetic operations caused many students to miss the idea and concept behind the problem. Some others didn’t miss the concept, but turned off math entirely because of the arithmetic operations.

Here I must emphasize that it is true that calculators are good for education, but even then you have to know how to make them fit well in the educational process. Students must know manual arithmetic calculations. They have to study how to do it manually. When the main concern of the math problem is how to do the arithmetic, students should only use the calculator to check the answer, that is, to see if it matches their hand calculation.

Therefore, the rule for using calculators is that the teacher must check the point of the math problem and the concept he is teaching. If the calculator is doing lower-level work than the concept behind the math exercise, that’s fine. However, if the calculator is doing the intended job of the exercise, it should be used only to check the correct answer.

Also, education books should write examples that use calculators to investigate concepts, and teachers should guide students in classrooms to show them how to use these examples with calculators to dispel concepts.

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