Importance Of Calculators

Many researchers have noted that teachers are central to the intelligent use of calculators in schools, and thus will need well-designed support to ensure that calculators are appropriately used. Some of this support will take the form of professional development of various kinds, but it will also be necessary for materials to be developed to suit the needs of teachers in classrooms. As suggested by Kissane (2003), teachers need to be confident users of technology themselves before they will effectively help their students, so that the early phases of professional development for teachers might need to concentrate on the development of expertise with a calculator, before expecting that teachers can take the adventurous step of using them in a classroom. A second step might involve the production of exemplary materials, well tried in local schools and found to suit the local curriculum, to assist teachers to help students in their class make good use of calculators for learning.

Schools have an important role to ensure that students become familiarised and gain confidence with modern computer based mathematical tools. This will ensure that school leaving students become useful members of society as these tools are increasingly being used in the workplace. The use of physical and digital equipment, software and calculator devices in assessments is supported by the Organisation for Economic Cooperation and Development (OECD) in their Program for International Student Assessment (PISA) (n.d., 2010).

It is advisable to use calculators only when the basic fundamental properties and concepts of mathematics are understood by learners. When learners are allowed to use calculators when dealing with problem solving concepts it gives them...

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...op mathematical understanding, reasoning and application.

Teachers must incorporate the use of calculators in assessment and evaluation activities. It is important that teachers monitor how learners use calculators to enhance learning of mathematical concepts and properties. Senior phase mathematical learners must be introduced to graphing calculators as it will be helpful throughout high school and tertiary education. The calculator should only be used when outcomes of the assessment is not the arithmetic but the end value that is required. For example when learners are being assessed on surface area and volume, the use of calculators will be an appropriate tool to solve the problems as the formula is the outcome assessed (n. d, 2004). Learner’s problem-solving skills improved when calculator usage where allowed during assessment (Ellington, 2003).