"Earning knowledge is by sharing it with ISC and we will rectify our mistakes."
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.
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"
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.
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,
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.
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.