It’s amazing, but all we want to do as a nation is dumb down our population (that’s what will make us eventually a 3rd world nation), and the easy way to control a population is to make sure they cannot think for themselves (thinking is dangerous, don’t ya know).

If you really want a no nonsense read on math, read the book by Charles Sykes “The Dumbing Down of America: Why Johnny can’t read, write, or perform math, but feels good about himself” (it’s probably the biggest eye opener any parent could read in a lifetime).

That’s counter-intuitive, clearly, but so was the idea that two objects of different weight dropped from the Tower of Pisa would land at the same time.

And that’s the value of research. Sometimes what is assumed to be common sense turns out to be wrong.

And on this issue the research is not just clear–it is overwhelming.

Of course, overwhelming research means nothing if you are the kind of opinion holder who steadfastly refuses to believe in evolution or global warming. “My mind is made up; don’t confuse me with the facts!”

If you have an open mind and want to look at the research, just google it.

Here’s an example:

Aimee J. Ellington

November 2003, Volume 34, Issue 5, Pages 433 – 463

Abstract

The findings of 54 research studies were integrated through meta-analysis to determine the effects of calculators on student achievement and attitude levels. Effect sizes were generated through Glassian techniques of meta-analysis, and Hedges and Olkin’s (1985) inferential statistical methods were used to test the significance of effect size data. Results revealed that students’ operational skills and problem-solving skills improved when calculators were an integral part of testing and instruction. The results for both skill types were mixed when calculators were not part of assessment, but in all cases, calculator use did not hinder the development of mathematical skills. Students using calculators had better attitudes toward mathematics than their noncalculator counterparts.

Overdependence on calculators is NOT a myth. It’s as real as anything real can be. For many students who end up in this situation, it permanantly damages their number sense – which in turn permanantly damages their ability to reason scientifically and logically.

“You mean educational research? The laughingstock of academia? I’ve seen enough ‘research’ to last me a lifetime.”

No kidding. If someone ever made a version of MST3K that made fun of academic research instead of movies, 95% of their episodes would be research from Education Departments.

P.S. – Knowing how to do Math in your head doesn’t automatically qualify one’s statements about teaching Math. Knowing how to eat isn’t the same skill as knowing how to cook.

so, i’ve now taught 6th and 8th grade math. the choices are: spend a frustrating amount of time reteaching 3rd grade content, or allow them to continue the stupid calculator dependence that the elementary schools started. for the sake of teaching 6th (now 8th) grade content, i allow them to use calculators. in fact, our administrators insist on it, b/c they can use them on the PSSA.

now after the PSSA? i drill them to death doing multiplication and division by hand. and you know what? they actually LOVE long division.

The belief that the use of calculators hinders the learning of basic arithmetic is a myth.

Ah, typical eduspeak. Make assertion. Pretend it’s obvious.

Countries where calculator usage is delayed or minimized kick US butt in math.

I see the results of calculator damage in students all the time. No number sense whatsoever. A student will fat finger some keys, get an absurd number, and pronounce it correct, because the calculator said so.

It’s a myth that springs from ignorance and fear and probably from watching too much of Fox News.

I don’t watch Fox News. And I don’t see how it could ever be a Fox News issue anyway. Isn’t being pro-calculator a part of being pro-technology, which is highly pro-business?

Don’t take the word of an adult who’s proud that he can do math in his head.

Why not?

Look at the research.

You mean educational research? The laughingstock of academia? I’ve seen enough “research” to last me a lifetime.

It’s clear.

Yes, it is. It’s clear that the overuse of calculators impacts kids’ math abilities. Kids who can’t add fractions on paper because they’ve used calculators for such operations can’t then deal with expressions like a/b + c/d algebraically.

Also, talk to math teachers who, day after day, have to put theory into practice

First, not all math teachers would agree with you.

Second, those that do have put us in the dismal situation we’re in.

To me this reinforces the value of kids learning to do math on their own. There is value in kids developing mathematic knowledge and skill in their longterm memories; there is value in the act of doing math for their brains as a whole. Some of this value is simply not measured by the education system. In my own life I recognize value in nearly every course I’ve ever taken. Why? Variety, mental exercise, and the fact that you never know when a particular fact, concept, or approach is going to help you solve a problem–regardless of the realm.

Calculators therefore seem like an unnecessary crutch in K-6. After 6? I’d hypothesize that they have little or no negative impact, and probably a positive one, especially when used in science courses, such as chemistry and physics, where math is necessary but not the focus of learning objectives.