The National Council of Teachers of Mathematics (NCTM) has gone on record recommending use of calculators in the earliest grades, thereby precipitating a debate on such use within the academic community and among school-based practitioners. In this survey of studies, research critiques, case studies, and editorials, the most generous conclusion to be drawn is that calculator usage need not hinder the development of math reasoning skills, but it may in fact do so. Educators should not be expected to adopt NCTM recommendations based on such skimpy research.
NCTM’s recommendation that calculators should be introduced under the guidance of skilled teachers is inadequate given the documented shortage of skilled math teachers at even the primary level. Until the first prerequisite is met, that is, upgrading the quality of math instruction by upgrading the quality of math teachers, the issue of calculator use in the earliest grades is largely irrelevant to math achievement, math reasoning skills, or problem solving skills.
The long-promised special report is ready. It is a major review of a huge selection of variety of published sources regarding calculator use in elementary grades. At nearly 80 pages, it may well be the most comprehensive collection available. If you like well-cited reports, you will love this.
Of course, I am not going to post 80 pages. but I will post part of the first section.
Calculator use in elementary schools is a hot button issue in mathematics education today, catalyzed by the National Council of Teachers of Mathematics (NCTM) recommendation of calculator use in the earliest grades. To its credit, NCTM has moderated its recommendation since the 2000 Principles and Standards for School Mathematics which stated,
"The mathematics program in prekindergarten through grade 2 should take advantage of technology. Guided work with calculators can enable students to explore number and pattern, focus on problem solving
processes, and investigate realistic applications" (NCTM, 2000, 76).
Although NCTM is a private professional organization, many states model their own state mathematical standards after those of NCTM, thus converting what started as recommendations into near force of law. Daniel Golden (2000) of the Wall Street Journal criticized the NCTM calculator recommendation. Lee Stiff, a former president of NCTM, responded that he
cited for Mr. Golden
"numerous current research studies clearly indicating ...
the use of calculators promotes math achievement, improves problem solving
skills, and increases understanding of mathematical ideas" (Stiff, 2000).
Yet the list of studies Mr. Stiff presumably provided to Mr. Golden are nowhere to be found, not even on NCTM's own website...
I am not impressed with claims that calculator use improves math achievement. My education students insist that calculator use raises their scores on math tests, and I have no doubt that is true. I am more interested in claims that calculator use improves problem solving skills or increases understanding of math ideas...What I want to know is whether calculator use with our youngest students promotes the development of their math reasoning skills. There is no research-based answer to the question...
As far as Whalen, et al (2003) are concerned, disallowing calculator use is a prime indicator that the teacher values low-level computation over high-level concepts. It is an unfair characterization.
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