Developing an understanding in number

10. Calculators

Why use calculators?

Regular access to calculators from the earliest primary years is important because they assist children to develop mathematical concepts more thoroughly, to work on more realistic applications and to develop calculator skills which they will use in their everyday life.

Calculators are an integral part of the mathematics of everyday life. They form one of the three means of manipulating numbers to solve problems, together with mental and written computation. Calculators are a readily available, reliable tool which children need to learn when, and how, to use.

Calculators can be used both as an instructional and computational aid.

As an instructional aid, the calculator can:

• assist in the development of mathematical content and processes such as place value
• provide immediate and positive feedback on a child’s own calculation so that errors and misunderstandings can be remedied
• improve attitudes towards mathematics through to effective use.

As a computational aid, the calculator can:

• enable attention to focus on mathematical processes by allowing calculations to be done swiftly and accurately by all children.
• enables rules and patterns to be discovered and investigated, by generating many examples in a short time.
• encourage children to employ a wider range of strategies to solve problems.
• allow children to use data drawn from real life.

Using the calculator correctly

It is important to realise that the calculator is not to become the focus of the mathematics program nor is it to become a substitute for the manipulation of concrete material.

The calculator does not reduce the need for mathematical understanding nor the need for competence in mental skills.

Here are some ways to ensure your child gains the maximum benefi t from using a calculator.

• To take advantage of your child’s natural curiosity, allow ‘free play’ with the calculator whenever the opportunity arises.
• Talk to your child whenever the calculator is being used. It is the ideal time to encourage your child to ‘think aloud’ and to explain how the problem is being worked out.
• Whenever possible, give your child real life mathematics to work with on the calculator. For example, calculating the cost of items on a shopping list or the amount spent on farm equipment.

The following good habits should be encouraged from the start:

• rest the calculator on a fi rm surface
• encourage use of the non-writing hand to press the buttons
• encourage the estimation of answers before the calculator is used
• the display should be checked after every entry to verify whether the intended button has been pressed
• encourage your child to judge whether the answer shown by the calculator is reasonable
• turn the calculator off when it is not in use.