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- Category: General
- #304209Calculator is really helping hand for the students, but we should not use to calculate simple maths. We must use where the problems are more complex and the scientific calculators are used in colleges to get the best results for our career. We should not use it in bad manner and I have many students using calculators to malpractice in the exams.
"Earning knowledge is by sharing it with ISC and we will rectify our mistakes."
- #304211Hello Shafeer,
I am agree with your point that there are adverse effects of using calculator (in shot 'calc')in excess. Today everyone is using calculators- simple or scientific, in every situation, for example if any one wants to multiply two simple numbers then also they open their calculator and give the answer, they are not ready to do it with the conventional method. Such things deteriorating students brain and they are not using it up to the mark.
We see in competitive exams where calculators are not allowed, students get scared and take much time in exams for doing simple calculations also, due to less practice. Due to excess use or over use of calculators made students a bit lazy in their mathematics.
The students must be habituated solving maths examples by their brains and wherever necessary or complex problems come across, there only they should use these scientific gadgets.
- #304214The message from the National Numeracy Framework with reference to calculator use appears under the strand 'calculations'. The objective being for children to be 'taught to develop calculator skills and use a calculator effectively', with outcomes specified for Year 5 and 6 (ages 9 to 11) children only. The framework expresses the need to teach children the technical skills to use the basic facilities of a calculator. Most of the detail in the outcomes for Years 5 and 6 addresses these technical issues. As would be hoped, the arguably more mathematical skills, involving having a feel for or approximating and estimating the size of answers, checking results using inverses and interpreting decimal and negative number displays and rounding errors, are also included.
Various studies have shed light on the effect of calculator use on children's attitudes in mathematics. They point towards children having more positive attitudes towards mathematics and improving children's self-esteem across all ability levels. They can bring a positive and powerful message about the relevance of school experiences to the world outside. Some also believe that calculators can act as a good 'leveller' for mixed ability groups, as they enable the less able to do what they would otherwise be unable to do. In such cases the children may often be able to concentrate on the purpose of the activity rather than being side-tracked by 'number crunching'. Calculators have also been recommended for use in extending the mathematical insight of the more able. They can free up memory, cognitive effort and time, enabling children to concentrate on strategic aspects of problem solving.
Using calculators in the classroom
Some areas where calculators may impact positively on teaching and learning can be explored. Two uses of the calculator which may be considered together are that of working with large numbers and that of working with real data. Calculators may be an appropriate tool for dealing with otherwise complicated and tedious calculations with large numbers (for example, how many days is a million seconds) and for exploring number patterns with larger numbers (for example, in mathematical investigations, where calculators may indeed encourage further exploration). Calculators may be used as a labour-saving device allowing children to manipulate data generated in other subjects, like figures collected in a local study in geography.
More specifically, calculators have been used to help children to understand the central importance of place value in the structure of number. It is also a powerful tool when used in the acquisition and reinforcement of the concepts of negative numbers and decimals. Children's ability to estimate, round and approximate quantities can be greatly enhanced. They need a confident concept of number to enable them to do this.
A less obvious way of using a calculator as a learning tool is if children use calculators to check their own work. This practice not only offers them immediate feedback on their progress, but it can also act as positive reinforcement for the child and may increase confidence. Moreover, it may deter a child from continuing to respond to problems in a way that yields incorrect answers by detecting mistakes which in turn may prevent them from reinforcing the incorrect method by continued practice. Its usefulness for a child checking their work can also be extended if they are developing their own non-standard methods of completing problems, for example, long division.
For the teacher, children's work with calculators may be used to assist their diagnostic assessment. These opportunities may be heightened if children are encouraged to think carefully about how to record their work. If the calculator is doing the 'straight-forward' working out, the teacher may see whether or not the child has grasped the underlying mathematical principle or principles. Such work will also shed light on whether a child has the ability to 'translate' from a real-life situation, to the needed calculation, and to apply the answer back into the situation.
Baroness Blatch (Minister of State for Education, February 1993) expressed her fear that 'instead of learning how to add up, children are being taught how to use a calculator .' With the Numeracy Strategy, children are not only learning how to add up, but are encouraged to utilise a full range of mental strategies. The appropriate use of calculators alongside, not in place of oral and mental work, should encourage greater numeracy still, the calculator being used as a tool for investigating number and not as a substitute for skills and strategies.
Even though today's child knows how to calculate on a calculator but the activity of brain to logically think towards the problem is restricted.
The generation before this were taught mathematics starting from scratch and in a phased manner. Even the usage of logarithms tables came only after the 7th standard and now a days the old ways of teaching particularly mathematics such as abacus, the Chinese way of solving mathematical problems is gaining importance.
what does calculator help in
1) Not much of brain activity is required to solve the problem
2) A few touches of buttons gives you the answer
3) Fast and reliable( no need to cross check as done in manual methods)
4) You don't have to think much in the logic of solving the problem
1) It restricts the thinking ability of the child
2) The kid doesn't apply logic and in the absence of this device the child is lost and frustrated
3) Learning and practicing of mathematical problems has gone for a toss
4) Overall it will have an affect on the IQ level of the child
5) The learning of related subjects such as Logic and scineces will get effected adversely.
Students should be encouraged to use the calculators only after they have gone through the learning phase and the time when their brain is active that is upto 17 years. Otherwise we will depend totally on mechanical and electronic instruments even to think rather than using the most advanced machine created by God known as" The Brain"
- #304232I agree that calculator is very important tools for businessmen and as well as to students also. And it will be wrong to say that all the hard Calculation can be easily done by a calculator; so this the reason we use it. And I think because of this government have allowed calculator to be used by students during exams; because some calculation are very hard which may consume a lot of time of the students during exams. With is not a bad ting; so I don't see any negative thing on this; indeed it is good for the students only.
- #304238Nice thread raised by you. Calculator helps us in performing several mathematical calculations. The scientific product helps us in performing complex as well simple mathematical problems.
However the device is also showing certain adverse effects. As students nowadays use it for very simple calculations also, this decreases the efficiency of students in performing even simple calculations at their own. I think every student need to realize not to use calculator for simple calulations even and perform them at their own. This will help them to improve their mental ability and will save them from adverse effects of calculator.
I do remember that once in class one of my friend was using calculator for simple maths like adding 45 and 67, i don't think its good by any way.
- #304293According to me the use of calculators must be discouraged during schooling as it degrades the mental ability of students. I have seen parents giving calculators to their children studying in schools to solve the mathematical problems. There are various adverse effects of doing so:
1. Students use the calculators to solve even the simple mathematical problems which decreases their mental ability.
2. If the school base is not strong, student would not be able to do well in competetive exams as the calculators are not allowed in those exams.
So, as far as possible, students should not be allowed to use calculators while they are in school.
Thanks & Regards,
- #305112In my class a professor from NIT was taking class. It was shocking to hear that some of his students use calculator even for simple maths. But now-a- days calculator is a necessary thing in classrooms. Without calculator you cannot attend engineering classes now a days. It is a personal thing whether to use it even for simple calculations also. How can you find log or anti-log of a number in seconds during exam. This is difficult for average students in exam. But most problems are related with calculations like this. Thus use of calculator in exams is good but the student must decide when to use and when not to use.
- #305241Calculator is the scientific machine that reduces the activity of the brain. One can be improve the thinking by solving puzzles and mathematical problems. The calculator simplifies the thinking of the person using it. The synapses are the gap junctions increased in number when you actively think. So try to avoid calculator any more.
- #305315Yes, I too agree with the adverse effect of the calculator. The thinking and solving ability of the brain reduces. The modern calculators are so advanced that they can solve the problem in few seconds. So, children are habituated to use it. They do not try to solve the problem manually. And, this should be avoided. A calculator should be used to solve problems but it should not become habit. Students can use the calculator in exams but they should be aware of the solving process. Because it is a machine and can be defected anytime. So, students should not depend on calculators.
- #305326Yes. The increase of the use of calculator is actually a welcome development. Nowadays, when there are fast computers to do the calculations in seconds, there is no use of students having to calculate the same in their head.
It may or may not decrease sharpness, but it certainly wastes time. I feel that students should be encouraged to increase their creative and thinking ability and not focus on rote memorization or heavy calculation. Of course, students must know how to compute basic maths, but beyond that, they should use computers and calculators.
- #305437Educational institutions permit the use of calculators only beyond a particular class - usually in higher studies and engineering colleges. This itself means that calculators should be allowed to use only for complex mathematical calculations. If we use allow younger students access to calculators for calculating simple addition, multiplication, division etc of a couple of numbers, they will never learn to work their brain. Students who are learning the basics of math should be asked to work it out mentally. Nowadays many schools have a separate exam for mental maths for this very purpose.
I just had a thought. Before the advent of cell phones, we could memorize, remember and recollect the names and phone numbers of most of our friends and close relatives by heart. How many of us can do this now ?? The cell phone does this for us now and we are slowly using less and less of the memory part of our brain. We become handicapped when the cell stops functioning. Learning and stimulating the brain is very much necessary for it to work efficiently.