1. Does repetition of a behavior enhance learning of that behavior (e.g.
shooting free-throws, speaking lines in a play, playing Bach, doing
multiplication)?
2. Does the routine use of calculators at the primary level reduce the
mental act of doing arithmetic operations?
3. Does the observation that some college students use calculators to
multiply 7 by 10 serve as evidence of calculator-induced learning deficit?
4. Does the fact that calculators can be used to enhance learning, negate
the possibility that they may also tempt students to avoid learning basic
operations?
5. Can a student who requires a calculator to do basic arithmetic do as
well in college as a student who is able to do basic operations mentally?
6. Are these fair questions?
John M. Flanigan <johnf@hawaii.edu> The equation is the final arbiter.
Assistant Professor, Mathematics --Werner Heisenberg
Kapi'olani Community College The scoreboard is the final arbiter.
4303 Diamond Head Road --Bill Walton
Honolulu HI 96816 History is the final arbiter.
(808) 734-9371 --Edward Gibbon
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