Timeline for Student: Why not use a calculator?
Current License: CC BY-SA 3.0
5 events
| when toggle format | what | by | license | comment | |
|---|---|---|---|---|---|
| Jun 12, 2014 at 23:02 | comment | added | Tutor | +1 for "That way when a student is asked to solve x+3=5 they know the should subtract to get rid of the three. And by know I mean at some deeper level than "my teacher told me so"." I agree. Strongly. | |
| Jun 8, 2014 at 0:34 | comment | added | JPBurke | "A student who relies on a calculator thinks of it as a magical oracle that returns an answer to the question being asked." Your quote could equally apply to calculators or some traditional methods for accomplishing multi-digit subtraction. Research has shown time and again that students often treat algorithms as "a magical oracle." All the way back to Erlwanger's influential work. The problem identified is not in the technology, it is in the instruction. The calculator's presence is therefore technically irrelevant to this particular problem. | |
| Jun 4, 2014 at 14:25 | comment | added | Lesto | @BrianS my math test, at until 16years old (then is you should understand when/how/why use calculator) was never in te form "solve Y() for x" but was a little situation, sometimes even with "not needed data", so you have to think about what variable you need; many that was learning what formula you need to use just looking at the dimension of the given variable and know formula (and not thinking) was tricked by that | |
| Jun 2, 2014 at 16:41 | comment | added | Brian S | "since the calculator can't answer that problem, the student is lost" so long as the student doesn't think to turn to a "smarter calculator", like Mathematica... Neither case (being lost or finding a better calculator) is good for the student in the long run, though. | |
| Jun 2, 2014 at 15:02 | history | answered | ncr | CC BY-SA 3.0 |