Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/42960
Title: Calculators - friend or foe?
Authors: Hodgen, Jeremy
Foster, Colin
First Published: 1-Jul-2018
Publisher: Association of Teachers of Mathematics
Citation: Mathematics Teaching -Derby-, 2018, 262, pp. 18-18
Abstract: [First paragraph] Parents and politicians frequently worry that using calculators in the school classroom might de-skill learners and prevent them from thinking for themselves and developing mental and written methods of calculation. Is this a valid concern? In our recent work on a guidance report on mathematics teaching for the Education Endowment Foundation (EEF, 2017), entitled Improving Mathematics in Key Stages Two and Three, we looked at the evidence for the effects of calculator use on learning. We found that appropriate use of calculators can improve learners’ understanding of mathematics, and that, when taught well with calculators, learners actually used them less (Ruthven, 1998). Using calculators in considered and thoughtful ways seems to be particularly important with younger learners, and although we recommend that primary-age learners should not generally be using calculators every day, we believe that they should be using calculators frequently.
ISSN: 0025-5785
Links: http://www.foster77.co.uk/MT26207.pdf
http://hdl.handle.net/2381/42960
Version: Publisher Version
Status: Peer-reviewed
Type: Journal Article
Description: This is a bibliographic metadata only record.
Appears in Collections:Published Articles, School of Education

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