Wiki source code of LearningArithmeticinthe21stCenturyBrionnaLopez

Last modified by Holger Dick on 2010/09/08 14:10
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1.1 To-Do

Develop *principled arguments* (backed up by: research, empirical findings, your personal experience, hypotheses about resulting cognitive developments, and the topics discussed in class) which of the four positions YOU will favor!

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            {style:type=span|font-size=12pt|font-family=}Due
to the varying methods of incorporating learning styles within schools, it is
recommended that students learn basic math by hand and after students have
mastered this technique they will be allowed to use hand-held calculators. This
method of making students learn long-hand math and eventually allowing them to
use hand-held calculators will formulate a balance between not losing skills
and learning how to use current technology (Willis 2010). {style} {style:type=span|font-size=12pt|font-family=}As students get more advanced in their math
skills, calculators can be more beneficial in comparison to performing
long-hand math based upon the reasoning that more material can be covered in
classrooms with the use of calculators. This reasoning is based upon the
observation that by “freeing students from time-consuming calculations, more
time can be devoted to learning more mathematics,” (Willis 2010). In addition
to this idea, it is also necessary to enforce an academic environment that
promotes long-hand mathematics early on because “mathematics is a field of
study that builds on previously established facts.” So by students learning mathematics
without a calculator they learn how to train the mind, learn logical reasoning,
and also enhances mental mathematics (Using calculator in, 1998). To add to
this method, the National Council of Teachers of Mathematics (NCTM) suggests
that each child should learn to solve problems by using calculators as well as
mental and written calculations (Quick Takes, 1998). {style} {style:type=span|font-size=12pt|font-family=}Hence, by enforcing a curriculum that first
focuses on written and mental math and then allowing students to use
calculators, they will better understand the fundamentals of math as well as delve
deeper into more advanced mathematics. {style}

 

{style:type=span|font-size=12pt|font-family=}Quick Takes,. (1998, March).{style} {style:type=span|class=apple-style-span}<em>{style:type=span|font-size=12pt|font-family=}Quick
takes: calculators in the classroom{style}</em>{style}{style:type=span|font-size=12pt|font-family=}.
Retrieved from http://www.sedl.org/scimath/quicktakes/qt9803.html{style}{style:type=span|class=apple-style-span}{style}

{style:type=span|class=apple-style-span}~~{style:type=span|font-size=12pt|font-family=}Using Calculator in elementary math teaching{style}~~{style}{style:type=span|font-size=12pt|font-family=}.
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{style:type=span|font-size=12pt|font-family=}Willis, B. (2010). <em>Calculators in
the classroom</em>. Retrieved from
http://www.worsleyschool.net/info/calculators/intheclassroom.html{style}

<span style="font-size: 12pt; line-height: 115%; font-family: "Times New Roman","serif""> {style}
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