This is the age-old question that all mathematics educators have been faced with. They might not have referred to the modern-day calculator but rather an equivalent item of assistance for the era. In fact, in early mathematical history, the abacus was used to aid in calculation. Eventually, we had the slide rule, then the handheld calculator, and now we all have calculation apps embedded into our smartphones. All these tools have made mathematical calculations easier. If they were never allowed, how many mathematical discoveries would still be undiscovered? This being said, there are pros and cons to allowing calculators in our classroom.
One of the main advantages to implementing calculators in
the classroom is that it allows for students to solve more advanced problems.
Online graphing calculators such as Desmos and GeoGebra, are quite powerful tools. There are so many ways to implement
sites like these to allow students to explore different aspects of graphs. GeoGebra
is especially valuable when teaching geometric theorems as it provides students
with visual aids. Another pro is that it gives students opportunities to
connect algebraic expressions with the graphical representations of those
expressions. It really comes down to student mastery and understanding. Calculators
should be used when students have shown us that they have mastered the skills a
calculator can do for them.
One of the biggest downsides of calculators is that because
calculators are so powerful students can easily use them to cheat on exams.
Many of the TI graphing calculators can be used to store notes and formulas
that we wouldn’t want students to use on exams. Another big downside is that it
can give students an easy way out. Many concepts can be figured out with a calculator,
but students need to know how to do them on their own because they are building
blocks for bigger and more complicated concepts. Many professors at SDSU take
the approach that “If we let our students use calculators for everything, they
won’t know how to do the math on their own”. This is a valid point, but I would
argue that if we are using calculators in a valuable way, students will still
gain conceptual understanding.
I hear a lot of older teachers say things like:
- “calculators have hindered students because they don’t work as hard as students used to.”
- “This new generation is too addicted to technology.”
- And my personal favorite: “What happens when technology fails, and you can’t figure out what to do?”
While I agree and fully believe that students are not thinking
as critically as they used to, I don’t think we can solely blame this on
calculation tools in the classroom. Our main goal as math educators is to promote
mathematical understanding. It doesn’t really matter if our students can
perform mathematical process after process if they don’t know where it is
coming from. Technology can be used in both good and bad ways, and we have to
learn how to teach our students knowing that they will be thrown into a
technology-oriented world. The notion that students of today must have it just
as difficult as we did is quite frankly ridiculous. Society evolves. That’s
what it does. Shouldn’t the way we are educating our future generations adapt
to the era we’re living in? It’s time we stop churning out human calculators
and teach our students to learn for understanding.
So in conclusion, calculators are wonderful inventions that have allowed for some of the greatest mathematical discoveries. We would be depriving our students of valuable knowledge if we didn’t allow them to learn how to use technology in a positive way. In all things, it comes down to balance. I believe that teachers should continue to allow students to use calculators in the math classroom. However, policies need to be created and implemented to prevent cheating and create problem solvers and critical thinkers.
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