### The Scientific Calculator and School Mathematics

#### Abstract

Scientific calculators are sometimes regarded as important only for obtaining numerical answers to computational questions, and thus in some countries regarded as inappropriate for school mathematics, lest they might undermine the school curriculum. This paper argues a contrary view that, firstly, numerical computation is not the principal purpose of scientific calculators in education, and secondly that calculators can play a valuable role in supporting students’ learning. Recent developments of calculators are outlined, noting that their

principal intention has been to make calculators easier to use, align their functionality with the school mathematics curriculum and represent mathematical expressions in conventional ways. A model for the educational use of calculators is described, with four key components:representation, computation, exploration and affirmation. Examples of how these might impact positively on school mathematics are presented, and suggestions are made regarding good pedagogy and curriculum with calculators in mind. The paper concludes that scientific calculators represent the best available technology to provide widespread access to some ICT in the mathematics curriculum for all students in the SEAMEO region.

#### Keywords

#### Full Text:

PDF#### References

Boaler, J. (2016). Mathematical Mindsets. San Francisco, USA: Jossey-Bass.

Booth, L. (1984) Algebra: children's strategies and errors: a report of the Strategies and Errors in Secondary Mathematics Project. Windsor, NFER-Nelson.

National Council of Teachers of Mathematics (2015) Principles, Standards and Expectations. Reston, VA., NCTM.

Kissane, B. & Kemp, M. (2014). A model for the educational role of calculators. Proceedings of the 19th Asian Technology Conference in Mathematics (pp 211-220). Yogyakarta:ATCM. Retrieved 14 June 2016 from http://atcm.mathandtech.org/EP2014/full/3672014_30001.pdf

Kissane, B. & Kemp, M. (2012) The place of calculators in mathematics education in developing countries. Journal of Science and Mathematics Education in Southeast Asia, 35(2), 102-118.

Kissane, B. & Kemp, M. (2013) Learning Mathematics with ES PLUS Series Scientific Calculator. Tokyo: CASIO. Retrieved 16 June 2016 from https://edu.casio.com/education/activity/

Kissane, B. (2016) Investigating Mathematics with ClassWiz. Tokyo: CASIO. Retrieved 16 June 2016 from https://edu.casio.com/education/activity/

OECD (2015), Students, Computers and Learning: Making the Connection, PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264239555-en

Ronau, R., Rakes, C., Bush, S., Driskell, S., Niess, M. & Pugalee, D. (2011) NCTM Research Brief: Using calculators for learning and teaching mathematics. Retrieved 29 July 2012 from http://www.nctm.org/news/content.aspx?id=31192

Richardson, G. (2014). Calculators – Challenging the rhetoric. Mathematics Teaching, July, 6-8.

DOI: https://doi.org/10.46517/seamej.v6i1.38

### Refbacks

- There are currently no refbacks.

**Indexed by:**

**Southeast Asian Mathematics Education Journal**SEAMEO Regional Centre for QITEP in Mathematics

Jl. Kaliurang Km 6, Sambisari, Condongcatur, Depok, Sleman

Yogyakarta, Indonesia

Telp. +62 274 889955

Email: seamej@qitepinmath.org

p-ISSN: 2089-4716 | e-ISSN: 2721-8546

Southeast Asian Mathematics Education Journal is licensed under a Creative Commons Attribution 4.0 International License

View My Stats

**Supported by:**