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## Is The Use Of Calculators Good Or Is The Myth That Says Calculators Make Students Lazy True?

A calculator is a great tool that allows for mathematical exploration and experimentation and thus enhances students’ understanding of concepts. Before discussing the benefits of using calculators in education and how to use them effectively, I would first like to state the types of calculators available today.

We can categorize calculators into two types. The first type is a calculator that evaluates expressions. This type is used to replace tedious paper and pencil manual arithmetic. The second type of calculator is the special feature calculator such as graphing calculator, algebraic calculator, matrix calculator…etc. These calculators are used for exploring concepts. Each type of calculator can be integrated into mathematics education in its own way and requires programs to be specially written to integrate it into education.

Recent studies show that calculators are assessable tools for teaching mathematics. Instead of the student spending his time in tedious arithmetic calculations, he can spend his time developing and understanding concepts. In the past, many students were turned off in math due to long tedious calculations and students who were efficient in these calculations were considered good at math. Little attention was paid to the dissolution of concepts. They had almost no time left to focus on concepts. Today, with the use of calculators, students spend all their time understanding the concepts and logic behind math. They can relate concepts to real applications. The overall educational experience has been enriched. This is why calculators are recommended for all educational classes, from kindergarten to college.

Some will say that this way the student can become lazy. The answer to this question is to consider that you are asking an elementary school student a problem that he has 100 dollars and went to the market and bought five items of one product for a certain price and three items of another product for another price and he paid the 100 dollars so what is the rest he will get. What is the mathematical quest for this problem? The question here is how to do an arithmetic multiplication, addition, then subtraction? Or is the question that the student must know what is going to be multiplied by what and what is going to be added to what and in the end what is going to be subtracted from what? The coarse math of this problem is the procedure it will do to find the remainder and not the arithmetic process itself. In the past, overwhelming the student with arithmetic operations caused many students to miss the idea and concept behind the problem. Others didn’t miss the concept but were completely sidetracked from math because of the arithmetic operations.

Here I must point out that it is true that calculators are good for education, but still need to know how to integrate them perfectly into the education process. Students should know the arithmetic calculations of the hand. They have to study how to do it manually. When the primary concern of the math problem is how to do the arithmetic, students should only use the calculator to check the answer, that is, to see if it matches their hand calculation.

So, the rule of using calculators is that the teacher should check the point of the math problem and the concept it is teaching. If the calculator is doing sub-level work on the concept behind the math exercise, you’re fine. However, if the calculator does the intended job for the exercise, it should only be used to check the correct answer.

Additionally, textbooks should write examples that use calculators to explore concepts, and teachers should bring students into classrooms to show them how to use these examples with calculators to dissolve concepts.

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