Why Use Calculators in the Classroom?
Implementing
calculators into the mathematics curriculum at the elementary level will allow
students to learn more quickly and efficiently while keeping them engaged in
what they are learning. Using
calculators for problem solving, reinforcement of computational skills, pattern
recognition, and number sense will reduce the amount of time required to solve
problems and practice certain skills.
Students
who are turned off by tedious computations may now be more inspired to explore
more important aspects of problem solving. Calculators also help children solve problems they might not
other wise be able to tackle.
Less time will be spent on pencil/paper computations.
The
NCTM Curriculum and Evaluation Standards recommend that all students use
calculators to:
¬ explore and experiment with mathematical ideas such as patterns, numerical and algebraic properties, and functions;
¬ develop and reinforce skills such as estimation,
computation, graphing and analyzing ideas;
¬ focus on developing problem-solving processes rather than
the computations associated with the problems;
¬ perform tedious computation that often develop when working
with real data in problem situations;
¬ gain access to mathematical ideas and experiences that go
beyond those levels limited by traditional paper/pencil computation.
NCTM further recommends that every teacher at every level promote the use of calculators to enhance mathematics instruction by:
¬ modeling the use of calculators in a variety of situations;
¬ using calculators in computation, problem solving, concept
development, pattern recognition, data analysis, and graphing;
¬ incorporating the use of calculators in testing
mathematical skills and concepts; keeping current with the state-of-the-art
technology appropriate for the grade level being taught;
¬ exploring and developing new ways to use calculators to
support instruction and assessment.
The
National Council of Teachers of Mathematics (NCTM) recommends the integration
of the calculators into the schoolÕs mathematics program at all grade levels in
class work, homework, and evaluation.
Therefore Shelby County feels strongly that calculators will be useful
tools to help students develop greater mathematics ability.
Technology
The use of technology is rapidly becoming an essential instructional tool in the classrooms throughout Shelby County. Effective integration of technology into classroom instruction has been proven to result in higher levels of student achievement for several reasons. Students seem to learn basic skills faster when they are engaged by technology. Computer technology also allows educators to customize the curriculum to match the learnersÕ developmental needs. A non-threatening and motivating environment for repetitious learning tasks is provided by the use of computers in the classroom. Using technology also enhances problem-solving and critical thinking skills.
Internet Use
With closely monitored use, the Internet is a tool that expands the resources available to children. The Internet increases communication and collaboration between student and teacher and provides students with many ways of presenting their ideas. It also allows students the ability to expand conversation to other classes and students throughout the country. Through Internet use, a variety of learning tools is readily accessible. Games and various resources that are available on the Internet are wonderful ways to engage students at school as well as at home.
Instructional Software
Many software tools have been developed for use in the classroom and at home. There are two main formats for software. One is the stand-alone programs that can be purchased from software publishers and as Internet-based applications or applets. These are accessible through the WEB browsers such as Netscape Navigator and Microsoft Internet Explorer. An advantage of this software type is that they are freely accessed on the Internet. Another form of software is CD-ROMS. CD-ROMS can be purchased from many stores and cover many skills and topics.
At the elementary level (K-4) most tool software falls into the category of Electronic Manipulatives for Numeration. These programs offer an exciting approach for practicing skills such as counting, place value, fractions, and geometry. When deciding weather to use the computer tools as opposed to the actual physical models, the following characteristics should be considered.
¬ Freedom
of manipulation: the screen manipulative should be as easy to use as the
physical version.
¬ Connection
with symbolism: the symbols
attached to the models should be easily turned on and off. There should also be a variety of
options.
¬ Journal
capability: many programs offer a
space at the bottom of the screen where students have the ability to write
about their work. Teachers can use
the space to present problems that students solve.
¬ Print
and save capabilities: the ease of
printing the studentsÕ work and the ability to save work and return to it
later. (This is unusual in most of these programs.)
Using software in mathematics instruction will vary according to the topic, the grade level, and the software itself. There are considerations that should be kept in mind when using software.
¬ Software should contribute to the objectives of the lesson or the unit. It should not be used as a substitute for more accessible approaches.
¬ Plan to provide specific instructions for how the software is used, and provide time for students to freely explore or practice using the software.
¬ Create some type of management plan for using the software. Include a schedule for when the software is used and a way to assess the effectiveness of the software.
Below are some sites that can be used for lesson plans, activities, and information.