OCTOBER 9, 2019

CALCULATOR
information session for parents and caregivers hosted by Caitlyn
Spies, Emma Milanese, Ayla Frew and Lauren Urquhart

The importance of KEY TOPICS:

calculators
Calculators in primary classrooms have been a THE IMPORTANCE OF
controversial topic for alomst 25 years. However, CALCULATORS
extensive research has revealed that they are
valuable computational tools when learning and
teaching mathematics (Reys, Arbaugh & Joyner,
2001). SUGGESTED STRATEGIES
Studies show that students who have long term FOR SUPPORTING
experince with calculators perfom just as well, if not LEARNING AT HOME
better than those who don't (Groves, 1994).
Using a calculator effectively requires students to
possess both technical knowledge and skills and ICTS TO SUPPORT
mathematical understanding and interpretation skills LEARNING
(The National Strategies, 2010).
MATHEMATICS
IThere are four main uses for calculators in our
classroom;
1. As an object for discovery CALCULATOR USE IN THE
2. As a counting device
CLASSROOM
3. As a 'number cruncher'
4. As a recording device
(Groves, 1994).
OCTOBER 9, 2019 VOL. 29

ICT's to support learning

mathematics
There are various ICT's available
on computers and iPads that will
support your child's mathematics
learning and easily accessible at
home;
Mathletics
Numerblocks
SplashMath
Doodlemath
Khan Academy
PHOTO BY MARTIN R. SMITH
DragonBox

Suggested strategies to
support learnig at home
There are three ways we calculate mathematical
problems;
1. Mentally (in our head)
2. Written (with pencil and paper)
3. With computational tools (a calculator)

Spending money activity

Keep reciepts from any purchases you make
throughout the day and give them to your child. Ask
them to estimate the total amount you spent and then
ask them to calculate the exact amount and check
their answer with a calculator.
With practice students estimations will become more
accurate. This activity is effective for building mental
computational skills within a real world context.

Catalouge activity
Give your child a catalouge and a pretend amount of
money to spend. Ask your child to estimate what they
could buy for their amount of money and then ask
them to check the exact amount with a calculator.
 OCTOBER 9, 2019 VOL. 29

Exploring place value

Give your child various
instructions to complete with a
calculator such as;
- Create a three digit number with
a 5 in the tens place
- Create a five digit number larger
than 35000 that has a four in the
ones place
- Create a four digit number with
no tens and a three in the
hundreds place
- Type the number 487. What do
PHOTO BY MARTIN R. SMITH
you need to do to make the eight a
zero?
Calculators in the classroom

Using calculators through a range of hands-on activities

to make learning practical is a great way of using this
tool to benefit our grade 3 kids learning. This tool offers
a unique way of learning about a range of mathematics
areas such as number systems, place value, properties
of numbers and fractions and decimals (Pidgeon, 2019;
Reys et al., 2017).
Calculators are also effective for supporting students to
feel more confident about their abilities to solve math
equations. By having a calculator on one of our learners
desks during lessons or math tests it can be a security
blanket for students who are worried about getting
answers wrong. Studies and research have shown that
children have a more positive view of math when
calculators are accessible and used in learning
opportunities (Green, 2011; Groves, Mousley &
Forgasz, 2006).

A FINAL MESSAGE
Your attendance tonight is greatly appreciated and is a wonderful reflection
of how invested you are in your child's education. We hope that the
information provided has addressed any concerns and answered any
questions you may have had prior. Please don't hesitate to contact us if you
have any further queires.
- Year 3 teaching team
References
Green, C. (2011). Calculating the difference:
A discussion of the use of calculators in the English primary classroom.
University of Cambridge. Retrieved from https://nrich.maths.org/2553

Groves, S. (1994). Calculators: A

learning environment to promote number sense. Retrieved from
https://files.eric.ed.gov/fulltext/ED373969.pdf

Pidgeon, D. (2019). Teaching for mathematical proficiency. (Lecture notes).

Retrieved from https://moodle.cqu.edu.au/course/view.php?id=9031

eys, B., Arbaugh, F. & Joyner, J.

(2001). Clearing up the confusion over calculation use in grades K-5. Teaching
Children Mathematics, 8(2), 90. Retrieved from https://go-gale-
com.ezproxy.cqu.edu.au/ps/i.do?
id=GALE%7CA79587010&v=2.1&u=cqu&it=r&p=AONE&sw=w

The National Strategies. (2010). Guidance

paper: The use of calculators in the teaching and learning of mathematics.
Retrieved from
https://www.ncetm.org.uk/files/5050113/pri_frmwrk_ma_gd_calculator.pdf