As my grandma, a math teacher, relayed to me, “We had to learn how to use square roots using an algorithm, but it didn’t add to your understanding of what square roots meant or math concepts. It just taught you how to find the square root.”
With an adjustment to the current mathematics curriculum, calculators in primary school would enhance children’s understanding of mathematical concepts as opposed to memorizing algorithms. Body Paragraph 1
They let the child focus on how to solve the problem rather than learning the computation skills that are unnecessary
Although, as Diane Hunsaker states,
Having a calculator doesn’t make it any easier for a student to decide how to attack a math problem. Rather, it only encourages him to try every combination of addition, subtraction, multiplication or division without any thought about which would be most appropriate. (Hunsaker 1)
Calculators make kids lazy and allow them to guess different ways to figure out a problem than having an actual understanding of solving the problem.
As said in “Calculator Use in Primary School Mathematics: A Singapore Perspective,”
If the practice of computational skills in pupils is neither the main focus of the activity nor the major instructional objective of the teacher in using the activity, then calculator use is recommended as the pupils would then be able to focus on thinking mathematically, rather than spending their valuable time on tedious computation. (Lee 106).
Computation skills- unnecessary and take away from child’s ability to learn other skills
Calculators let children concentrate on the right way to do it rather than the right answer.
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Spend the extra time understanding the meanings of the concepts