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Calculators In Education
My view on calculators in education
Date : 02/01/2021
CALCULATORSI hate calculators. All my students have probably heard me
dozens of times repeating that the public enemy should not be used, and it is
better to be buried in their garden. If I were a dictator, I would burn them
all at stake with no regrets. I wish I lived in a world where the only legally
valid reason for owning a calculator was a dyscalculia diagnosis. As you can
see, this hatred cuts deep, and I will explain to you why. What is the door through which everyone enters the maths
universe? It is the basic arithmetic and numerical skills that everyone is
expected to master by the end of their primary. If this initial step is done
right, children develop a rudimentary understanding of numbers and fundamental
rules as well as convince themselves that the boogieman called maths is not so
scary after all. They know they get it, and they are ready to take on whatever
comes next. Who knows, maybe, they even dive deeper in the ocean and learn some
of the wisdom of the last few millennia that powers the modern society around
us. That is how it is supposed to work anyway. What about
reality? Well, in reality, most children never pass this stage. They develop
different shades of maths phobia and start to rationalize their fear and
incompetence by statements such as how is maths useful in real life anyway? I
got a calculator, so why would I waste my time learning this? I am just not a
maths person! This problem is not new, but the solution is: Allow a calculator
for everyone as early as possible and do not worry that they have no clue what
they are doing. If they happen to press the right buttons, it will give them
enough points to pass the test, and we are all happy. Right? No! I am terrified by the prospects of utterly innumerate
society in which a prime minister kills tens of thousands because they do not
understand how big 2% can be, doctors hurt their patients because 1.5 and 15
feel almost the same, and almost everyone gets screwed because they cannot add
up the numbers on the contracts they have signed. But the worst part is that it
does not have to be this way because the number of dyscalculics is tiny and
even they are on the spectrum. We only have to change how we teach basic
numeracy. Most people I teach know they have a problem, but they are
often wrong about what it is. They are not struggling with what they are just
doing at school but have never properly learnt basic numeracy. Unsurprisingly,
if they unsuccessfully grapple with a few trivial skills that a dedicated
6-year-old can master, they do not feel confident. If they get most questions
wrong because of numerical errors, they feel hopeless. They do not want to try
because they will fail anyway. It is safer just to quit. What do calculators have to do with all this you might ask?
Well, they multiply the size of the problem by hiding it and standing in the
way of a solution. As years go by, the gap grows to the extent that maths
become utterly incomprehensible and the button pressing does not cut it
anymore. The small initial problem turns into a beast that would require such a
time commitment and degree of change that almost nobody takes up the fight. And
I do not blame them. How would you feel if I told you that the last decade of
your life was a mistake, you should forget it and start again from scratch?
Would it not be reasonable to ask why you did not tell me this earlier or
nudged me to make the right choice? Yet, the remedy is so simple, and it has
never failed me. Take hundreds of distinct individuals from different
backgrounds who often have nothing in common except for their incompetence in
maths and seeing me teach them basic numeracy and convince them to at least
reduce the use of a calculator, and as a result, their competence, confidence
and grades go up. What a surprise! Who could have guessed this? I use technology every day. Tools such as Wolfram Alpha,
Mathematica or google save me a lot of time, and I am glad to have them.
Consequently, I do not say that there is absolutely no place for tech. But does
it genuinely benefit to children who barely command basic arithmetic? The
dyscalculics are indisputably the beneficiaries of this policy who would be
otherwise excluded from the classroom. But what about the rest? I believe that for most people, calculators cause more harm
than good and will prevent them from truly reaching their potential. If we
wondered in the hypothetical realm in which I can completely rewrite the
curriculums and how the education system works, my position would change quite
significantly. However, in the real world, we need to ask only one question: is
the cost of calculators to the individuals and society with minimum benefits
for the majority justified? I gathered the evidence, did the maths and the answer is
vehement no! The dyscalculics get a pass until we can help them by other means,
but the rest needs to learn their numeracy and dig a nice hole for their
frenemies.
This resource was uploaded by: Ondrej