Math instructors promoting calculator usage in college classrooms may want to rethink their teaching strategies.
“We really can’t assume that calculators are helping students,” says Samuel King, postdoctoral student in the University of Pittsburgh’s Learning Research and Development Center.
“The goal is to understand the core concepts during the lecture. What we found is that use of calculators isn’t necessarily helping in that regard.”
“The limited evidence we collected about the largely procedural use of calculators as a substitute for the mathematical thinking presented indicates that there might be a need to rethink how and when calculators may be used in classes—especially at the undergraduate level,” says King.
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