> Ed:
>
> I don't really see where we disagree.
> ............................................
> ....... My single point is that [calculators]should not be used
> during the process of learning addition, subtraction, multiplication
and
> division of whole numbers. It clear beyond question that the hundreds
of
> students that I see each semester in our remedial arithmetic class
have
> failed to learn something that every normal student is able to learn
if it
> is only taught well. They have apparently not felt compelled to learn
the
> facts because they have been allowed--even encouraged--to use
calculators.
> They are at a great disadvantage relative to students who have the
> capability to calculate mentally. No amount of rationalization will
change
> this.
I still wonder why this argument couldn't be used to apply to the use of
_pencils_ during the process of learning addition, etc. There are many
mathematical "facts" (for example the fact that 10101 will factor
nicely, and
hence so will such numbers as 1222221) that many students will never
pick
up on because of sticking with "little" problems that fit the rote use
of pencil
and paper. Of course, maybe it's not "normal" to play around with such
ideas,
whether with the help of pencil and paper or (preferably) a good
calculator.
The key is experimentation and discovery, and learning the appreciation
of
pattern (which is what mathematics is all about, anyway). We allow (and
even encourage) quite young children to explore using pencils -- why not
calculators too? Making this exploration _pay off_ is what education
means.
When it comes to explaining why we still have remedial math classes (old
name: shop math) there are many directions in which one might point
fingers.
I do not believe you have the right one.
RWW Taylor
National Technical Institute for the Deaf
Rochester Institute of Technology
Rochester NY 14623
>>>> The plural of mongoose begins with p. <<<<
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