I thought you all may be interested in the following information which =
speaks to calculators in the classroom at the grade school level in =
California.
Nancy
-----Original Message-----
From: Ann Carlyle [SMTP:acarly@ellwood.sbceo.k12.ca.us]
Sent: Tuesday, February 16, 1999 10:39 PM
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Subject: Pocket Calculators -- Good or Evil?
>
>San Francisco Chronicle, Tuesday, February 16, 1999, p. A12
>
>WITH JUST A PUSH OF A BUTTON
>
>Teachers can't figure how miracle device has been declared the devil's =
tool
>
>By Steve Rubenstein, Staff Writer
>
>Pocket calculators are bad again, the school pooh-bahs have decreed =
from on
>high.
>
>Once, pocket calculators were good. Then they were bad. Then they =
became
>good again. Now, once more, they are bad. You almost need a pocket
>calculator to keep track of how the CA state Board of Education feels =
about
>pocket calculators.
>
>In its new guidelines for public school teachers, the state has =
declared
>that pocket calculators are preventing students from learning basic =
math
>skills.
>
>Although the formula doesn't seem to add up for many Bay Area =
elementary
>students and teachers, the state now recommends that students not use
>calculators until sixth grade.
>
>"It is imperative that students in the early grades be given every
>opportunity to develop a facility with basic arithmetic skills without
>reliance on calculators," say the new guidelines, formally called the
>Mathematics Framework for California Public Schools.
>
>"Evidence has accumulated showing the ill-effects of calculator usage =
in
>the schools."
>
>If there is any such evidence, the third-grade students in Room 206 at
>Jefferson School in San Francisco don't know what it is.
>
>They had their red-and-blue calculators out this week, in defiance of =
the
>new decree. Fortunately, none was expelled for calculator possession, =
and
>teacher Lynne Zolli, an earnest and imaginative veteran of the =
chalkboard,
>was not sent to the corner by the principal, who was observing the =
heresy
>from a seat in the front row.
>
>Zolli's math lesson involved pencils, calculators, chalkboards, numbers =
and
>a whole lot of thinking.
>
>For the better part of an hour, her students tried to figure out how to =
go
>about adding up the total number of letters in the names of all the =
class
>members.
>
>There were 32 names on the board, and some of them had 10 letters in =
them.
>The answer was going to be a big number, the students realized. Some
>students arranged the names in groups and added the groups. Some found
>pairs of names that added up to 10 letters, and counted by tens. Some =
added
>the total in their heads. Some used calculators.
>
>"I like them," said Susan Kane, 9, pressing the keys on her standard =
issue
>TI-108. "They're good for some things and not so good for some things. =
And
>sometimes you get messed up and press the wrong key and have to start
>over."
>
>Karalan Morthole, 9, said a kid has to remember that a calculator =
doesn't
>know what it's doing.
>
>"You're the one punching in the numbers," she said. "You have to know =
when
>you punched in 54 instead of 45, or you'll get the wrong answer."
>
>After all the letters in the students' names were added, the answer was =
182
>on the chalkboard, on paper and on the calculator screens. There were =
no
>apparent injuries.
>
>Then Zolli asked her students how they would make "100" appear on their
>calculators if various keys were broken, such as the 1 key or the 0 key =
or
>the + key. More dangerous thinking ensued.
>
>As the recess bell sounded, Zolli rounded up the calculators and put =
them
>on a shelf with the plastic cubes and the paints and other contraband.
>
>"Calculators are part of the culture," she said. "They're everywhere.
>They're built into phones and watches. Keeping them away from kids =
seems
>draconian and ridiculous."
>
>Another math problem that Zolli's calculators can solve is 1999 minus =
1992.
>The answer is seven, which means that it was only seven years ago that =
the
>state issued its 1992 math framework hailing calculators as demigods,
>manna, salvation and the wave of the future.
>
>"Calculators," said the 1992 framework, "are the electronic pencils of
>today's world. In every grade, calculators can be issued to students =
just
>as textbooks are."
>
>Calculators, those guidelines said, should be "made available for =
homework,
>in class activities and tests."
>
>When the gadgets first caught on, in the late 1960s and early '70s, =
they
>cost $100 or so and were regarded as a minor miracle in an age when
>students still toted slide rules in leather hip holsters. In the =
ensuing
>years, they were banned from many classrooms for making calculations =
too
>easy.
>
>As their price fell to practically nothing, calculators returned to =
favor.
>Today, most Bay Area curriculum experts seem to be on the side of the
>gizmos.
>
>"You have to learn to use them," said Victor Gee, math curriculum
>coordinator for the Oakland school district. "The controversy revolves =
over
>to what degree you use it. But it's stupid not to use them."
>
>"To make a blanket (ban), what kind of dumb statement is that? There is =
a
>lot of politics in it," he said.
>
>Cheryl Lilhanand, in charge of math curriculum for West Contra Costa =
County
>schools, said it appears that the "pendulum has swung again."
>
>All teachers know there is more to teaching math than teaching numbers, =
she
>said.
>
>"You don't want to use them too early, but at some point in time you =
have
>to get down to reality. Calculators are what people use today," she =
said.
>
>Math experts, who often arrive at the same answer when doing their =
times
>tables, were unable to agree about the use of calculators.
>
>The president of the Mathematics Council, representing thousands of
>California teachers, called the new framework "narrow, biased and
>backward."
>
>But the new framework, approved recently by the board of education on a
>10-to-0 vote, is part of a back-to-basics backlash spawned by declining
>test scores.
>
>Board member Janet Nicholas said the guidelines were "about more than =
basic
>skills."
>
>The state board has approved a tough list of grade-by-grade benchmarks, =
or
>minimum skills, that students should learn in each grade. =
Second-graders
>are supposed to memorize their times tables, and the board now believes
>that calculator use interferes with that task.
>
>Despite the decree from Sacramento, teachers and school districts are
>unlikely to make any immediate changes in their math teaching, or to
>conduct any mass roundups and burnings of calculators in school lunch
>yards.
>
>But the framework casts dire warnings about "the possibility of doing
>immense, perhaps incalculable harm" with calculator use. And, in an =
eerie
>passage, the framework recalls that "some went so far as to recommend =
that
>in every grade calculators can be issued to students just as textbooks =
are"
>without mentioning that it was the previous state framework that made =
just
>such a recommendation.
>
>"The extensive reliance on calculators runs counter to the goal of =
having
>students practice using . . . basic arithmetic skills," the new =
framework
>said. "For example, it should not be the case that the simple addition =
5/11
>+ 3/5 can only be done with the help of a calculator."
>
>For the record, the answer without a calculator is 1 and 3/55, which is =
the
>same as the answer with a calculator.
>
> CALCULATORS: GOOD OR BAD?
>
>The new California guidelines for math recommend that calculators not =
be
>used in the classroom before sixth grade because:
>
>-- Understanding basic math concepts such as addition, subtraction,
>multiplication and division requires that students be fluent in basic
>computational skills. For example, fifth-grade students should be able =
to
>add 5/11 + 3/5 without the use of a calculator.
>
>-- Students are expected to learn critical thinking and be able to make
>mental calculations and estimates. Extensive reliance on calculators =
runs
>counter to that goal.
>-----------------------------------
>For more information on the guidelines and state math standards, =
consult the
>state Department of Education website at www.cde.ca.gov .
>Source: California Department of Education
>=A91999 San Francisco Chronicle
>URL:
>http://www.sfgate.com/cgi-bin/article.cgi?file=3D/chronicle/archive/1999=
/02/16
>/MN70457.DTL
>----------------------------------------
>Here are the addresses for the CA Math Standards and the Framework:
>http://www.cde.ca.gov/board/k12math_standards.html
>http://www.cde.ca.gov/cilbranch/eltdiv/mathfw.htm
>
>**********************************************
Ann Carlyle
(H) P.O. Box 1313 (W) Ellwood Elem. School
Goleta, CA 7686 Hollister Ave.
93116 Goleta, CA 93117
Home: (805) 964-1616 Work: (805) 681-1262 X331
FAX: (805) 964-1072
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------ =_NextPart_000_01BE5F06.1A988C00--
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