Nikki Goodwin
ED 503
Paper Assignment
Should elementary students use calculators to solve math problems in class? I thought long and hard about this question before coming up with my own opinion. Being that I teach an elementary grade level, my first thought was “NO”. After reading several articles on this topic I have the new opinion of “YES” but with a few prerequisites. These prerequisites being that students know the fundamental math operations first. I think the students should know their multiplication facts before being able to use the multiplication button on the calculator.
A study called Crutch or Catalyst: Teachers’ Beliefs and Practices Regarding Calculator Use in Mathematics Instruction reportedteachers’ opinions on this subject. It was done in a metropolitan area with about 800 teachers surveyed. Most elementary teachers surveyed didn’t believe in using the calculator in the lower grades. However, as the grade level increased teachers disagreed. High school teachers were more in favor of using the calculators in the classroom. This study also researched the influence calculators played in students’ abilities in math computation. It was found that students who had used calculators for a long period of time performed better. Students who did not,had problems with mental computation and using tools such as calculators to solve problems.
This study also looked into teachers beliefs and the decisions made with how to use them in their instruction. Teachers questioned on this subject usually already have their mind made up. The teachers in this research study showed that their opinions were based on past experiences and parental pressure, not educational research. For some reason, the research did not override their opinions already in place. The teachers’ beliefs about using technology and calculators in the classroom derived from their own confidence in using these tools. This has become a reoccurring problem in the school setting. Teachers who are unable to use certain tools themselves are less likely to use technology in the classroom.
This study did have results that leaned toward the use of calculators being beneficial for students in all grade levels. The implications in this research state that since teachers’ beliefs and their own self confidence affect their use of technology in the classroom, teachers should receive professional development in this area. Many teachers do not read enough research and may not know the benefits to using calculators on an everyday basis. According to this study, teachers should know that research indicates using calculators to solve problems that otherwise would not be possible enhances students’ confidence levels and motivation in the world of mathematics.
Lesa M. Covington Clarkson did a research project using a group of sixth graders. During this study called Building Confidence with Calculators, she let one group of sixth graders use graphing calculators to step outside the curriculum and go further into mathematics. She found the same to be true. The students learned about this calculator and were able to solve problems that ordinarily they would not be able to. They became more interested in exploring what this calculator could do with sets of data. She incorporated real world problems which in turn grabbed the students’ attention. Their motivation towards this project showed the teacher a more rigorous curriculum could be achieved.
The last article, Calculators in the Classroom, laid out pros and cons of what teachers and researchers have thought about this question. One pro that calculators made students feel more motivated which was found in the other two studies as well. Another stated calculators were faster and more fun for the student. There was also the fact that calculators have become affordable. Parents can afford a calculator if they can pay for text books. I asked the question “Should elementary students use calculators to solve math problems in class?” The question this article says we should ask is “Does the students know what he’s doing?” I liked this because more is put on if the student understands what he is typing into the calculator than quickly getting answer. The cons in this article did not override the pros in my opinion. One con was students may not learn fundamental concepts on paper, and then what would they do if the batteries died in the calculator. This comes down to the teacher teaching these concepts with methods that ensure students success in mastering basic skills first and asking that main question of does this child understand what he is doing.
After reading all the studies and research on my question, I have decided I think its good idea to use calculators with teachers’ digression in elementary classrooms. The research has provided an ample amount of benefits for students. The fact that students are able to solve real life math problems that would have been impossible with out the calculator is a great accomplishment for them as long as they understand the concept they are using. I don’t want to take away from the importance of knowing the fundamentals of math computation and being able to do math on paper. It is still very important for elementary students to be able to math problems by hand. If you just take into consideration the motivation that it increases, it is worth taking a chance. The possibilities in education are endless if a student WANTS to learn.
References:
Beswick, G., Brown, T. E., Jones, J., Karp, K., Howe, C., Petrosko, M. J., & Zwanzig, K., (2007). Crutch or Catalyst: Teachers’ Beliefs and Practices Regarding Calculator Use in Mathematics Instruction. School Science and Mathematics, 102-116, Retrieved March 12, 2013, from
Clarkson, M. L., (2007) Building Confidence with Calculators. Educational Leadership, 72-73 Retrieved March 12, 2013, from
Pendelton, D., (1975). Calculators in the Classroom. Science News, 175-181 Retrieved March 12, 2013, from