Importance Of Calculator

The use of a calculator has to be taught to students sometimes, students who can use mental methods might find the aspects of calculator work problematic, as their methods will not easily relate to the function buttons available to them. The language of maths needs to be explored so that the students can work out which button to press. For example to find 20% of 360, it will help to ask 'what does the percent mean?' % means out of 100, so 20% means 20 out of 100. How do we put this into a calculator ? We do the sum of 20 divided by 100 equals 0.2. Now we times by 360 because in 20% of 360 is required. 0.2 x 360 = 72, so 20% of 360 = 72.

Calculators allow the students access to mathematical concepts and experiences from which they were

The use of a calculator as a tool to carry out calculations is embedded within the National Curriculum Key Stage 2 Programme of Study for Mathematics on how to use a calculator. For calculations that involve several digits, including decimals, to solve number problems, to know how to enter and interpret money calculations and fractions, also to know how to select the correct key sequence for calculations with more than one operation.

It is important that the students become confident users of calculators. They need to recognise that the calculator is a tool they are in control of and to understand how it can help them to develop their mathematics.

The general aim is that, by the end of Key Stage 2, students know how to transfer their knowledge and understanding of numbers and the four operations to mental, written and calculator methods of calculation. That they can explain and record their methods in a manageable way, to recognise negative numbers in the

These topics are only the beginning of students explorations when they use calculators to investigate mathematical ideas. The ongoing use of calculators will continue to enhance learning by presenting opportunities and possibilities for students. Shuard (1992) and Groves and Stacey (1998) documented how young students use of calculators led them to encounter and become interested in topics that were not traditionally part of their mathematics curricula, such as large numbers, negative numbers, decimals, and square roots. Using calculators for instruction with students of all ages enhances students' learning of mathematical concept and skills, problem solving, and attitudes (Hembree and Dessart