The Calculator in the Elementary Classroom: Making a Useful Tool Out of an Ineffective Crutch

In the early 1980’s the hand-held calculator began to appear in elementary classrooms, and with its introduction came controversy. Would the use of the calculator take away from students’ ability to think and reason through problems? The purpose of this paper is to review research that addresses both the positive and negative effects of calculator use in the primary grades. The author will specifically address research findings that both support and challenge the use of calculators in primary grades. It is important to note that most research that supports the use of calculators, but also cautions that responsibility must lie with the teacher. One study showed a direct correlation between teacher training and calculator use. “Teachers who had received no training in the use of calculators were evenly divided between whether their students used calculators or did not. Teachers who had more training were likely to have students use calculators in their classroom.” (Porter, 1990) This paper will also address teachers’ attitudes toward calculator use, and will conclude with a summary of how the existence of calculators in the primary grades demands curriculum modification, and consequently, a reformation in teacher education.