Calculators - A Help Or Hindrance?

Teaching mathematics, particularly to teenagers, I often meet students who have a dependence on calculators. Whilst calculators have their place in everyday life, I am of the belief that, in the classroom, they should play a limited role.

Yes performing certain calculations, e.g. 7824.35 ÷ 45.79 require the use of a calculator for the majority of people. However, for several more straightforward calculations such as 0.48 ÷ 0.02, 2478 x 0.35 and so on, we don`t need a calculator instead we just need a reasonable understanding of mathematics along with a pen and paper. That being said, some would argue that even though we don`t need a calculator to work out problems, such as the two mentioned above, there is no harm in using them particularly as calculators are generally quicker and take less effort.

Whilst calculators may (but not always) be quicker, they can actually harm our mathematical ability. What people often fail to recognise is that each time we type digits and symbols into a black box (or plastic battery operated box in this case) and the answer instantly appears on the screen, we miss an opportunity to analyse a problem and learn from it. So whilst in the short term, we get an answer quickly, in the long term, we have gained nothing and have potentially reinforced our fear of maths thinking that it is too difficult to do without a calculator. However, if we instead process a question mentally and/or manually, it gives us the opportunity to make observations which we can then use to build up our maths repertoire, e.g. 0.48 ÷ 0.02 is the same as 48 ÷ 2 and therefore will give us the same answer, i.e. 24. Knowing simple facts like this can often result in us being quicker than a calculator!

So in summary, is a calculator a help or a hindrance? Whilst they can be helpful, for example, when working out a budget, from my experience, when learning maths they are actually a hindrance as they often stop us from developing an in depth understanding of the way in which numbers work. My view is that we need to be our own calculators as this enables us to develop confidence and an enjoyment of mathematics and I have found this approach has paid dividends with my students.