WAJ3105 Numerical Literacy

2.6 2.6.1

The Calculator and Computer The calculator

In this section, you will learn about why and how the simple calculator can be used as a teaching aid in the primary school. More sophisticated calculators like the scientific calculator and the graphic calculator are more suitable for use in secondary schools.

As a technological learning aid, the simple calculator is both attractive and motivating to all primary school children. It is inexpensive compared with many other learning materials and only requires certain basic skills for operating it. Furthermore, the calculator does not lose its impact as children progress to higher grade levels. It does not require any phasing out when preparing for exposure to more advanced learning aids. It also produces maximum output with minimum input young children can significantly improve their numeral recognition skills simply through depressing the digits keys.

The calculator is also very versatile. Unlike most other learning aids, it can accommodate a broad range of topics in the mathematics curriculum across all grade levels. The use of calculators does not contribute to a deterioration in the mastery of basics facts and skills as feared by many, rather, it can effectively promote thinking processes involved in the learning of mathematical concepts and skills.

What is a calculator?

A calculator is an electronic device that uses modern technology to obtain fast and accurate answers for the four basic operations as well as operations of various trigonometrical, logarithmic, and statistical functions.

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The calculator originated from the Western world. The first calculator was invented by a Frenchman called Colmur, in the year 1820. However, a more complete calculator to calculate problems involving the four operations was

invented by Boldwin, an American, in the year 1875. Ever since then, new and more sophisticated models have surfaced from time to time.

The simple calculator should be used in the teaching of primary school mathematics. What is your opinion on this?

Features of the Simple Calculator Essential Features

1.

Single function keys

A function key refers to the operation keys (that is, , , , , % , ). In more sophisticated calculators, these keys often have other functions built into them, for example, the key may also have cos x or another functions attached to it. 2. Basic function keys

The calculator chosen should have the six basic function keys mentioned above, that is: , , , , %, 3. Large key size

Many young children find it difficult to manipulate calculators with small keys. Therefore, the calculator should have well-spaced buttons which prevent the occurrence of errors when keying-in. 47

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4.

A constant function for all four operations

The constant function enables children to add, subtract, multiply and divide using a short-cut code. Example 2.2.1 : C
3

Instead of keying in this:

3

27

81

you could key in this:

or

5.

Satisfactory keyboard layout

The keys should be arranged in orderly fashion, and be of the same size. Most calculators conform to this rule. Desirable Features The following features, whilst not essential are highly desirable in a calculator for primary school children. 1. Liquid Crystal Display

Almost all calculators have this. It is the type of display used on digital watches, i.e. black numerals on a grey, translucent background. The reason for choosing such a display is that this makes use of a very small quantity of power. 2. Auto off

Many calculators now have these features. It simply switches off the calculators if it is not in use after 5 10 minutes 3. A separate CE key (i.e. a CLEAR ENTRY key)

(On some calculators [for example, Casio], this key is just labeled C.)

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4.

A. single memory (Most calculators have this)

5. 6.

Floating decimal point Manufacturers instructions

7.

Function Indicators

Some calculators have a section in the display which indicates which operation is being used and when the memory is in action. This can be a useful feature. Some calculators display both the operation and memory function, whereas some only display the memory function. 8. Automatic rounding

This rounds off numbers with recurring decimals, for example, 2 3 will show 0.6666667 if it is capable of rounding off or 0.6666666 if it isnt.

Test your calculator.

C

2 3

=
3

Examples of using the calculator in mathematics Activity 1: Count Up

Using your calculator: press 1 then press +

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and than press 1 again press the = key Read the number on the display Press the = key Read the number on the display

answer: 1 + 1 = answer: = answer: 3 2

Repeat this step and stop when the number reaches 50

Activity 2:

Count- Down

Begin this count-down activity with a large number; Subtract 1 first. Each time the equal key is pressed, 1 is subtracted from the number displayed. Continue the count-down until zero is displayed Example: 100 1 = = = = =

Activity 3: Place Value The following activity demonstrates that when a digit increases ten times in value, it is moved one place to the left in our numeration system. Enter the number five and multiply it by ten. What do you notice? Continue to multiply each number by ten, using the constant function. * What do you notice?

10

50 X

10

500 X

10

5000

This activity should be used in conjunction with a place-value chart:

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Thousands Hundreds
Start With

Tens

Ones

X X

10

5
10

5 X
10

* With some models of calculators, you may have to enter 10 first, and / or press the X
key twice.

Activity : NIM Game

Using a calculator, play this game with your pupils. Select a target number, say 50 The first player enters a 1-digit number into the calculator. The second player adds a second 1-digit number to the first Player alternately adds 1-digit numbers until 1 player reaches exactly 50. The first to reach 50 is declared the winner of the round. Encourage children to work out the strategy for winning. Suggest that they try their strategies with smaller target numbers.

Exercise Conduct a survey on a group of children to find out how many have and use calculators at home. As a teacher, do you encourage the use of calculators in the mathematics classroom? Why?

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2.6.2 The Computer The use of computers in the classroom brings reformation and new development to the teaching and learning of mathematics in terms of strategies and techniques. In this section, you will learn about the use of computers in education especially in the mathematics classroom.

Using computers in Education

Under the context of education, the use of computers can be classified into several categories as described briefly below: (a) Computer Aided Education ( CAE )

This involves the use of sophisticated technology and computer systems to carry out teaching activities to achieve learning objectives. Apart from this,

sophisticated technology and computer systems can also be applied to the management of education and other teaching-learning techniques. Computer literacy is now considered to be as important as basic skills such as reading, writing and calculating. Future generations who do not possess computer

literacy skills will be at the losing end in our modern-day, progressive society.

(b)

Computer Assisted Instruction ( CAI )

Computers can assist a teacher in the teaching process. Pupils learn by making use of sophisticated technology and computer systems, for instance, pupils go through planned self-learning materials on their own without the aid of the teacher. You, as the teacher, play the role of a facilitator. You do not need to do any direct classroom teaching, rather you only need to design the content of the programme, usually in the form of modules, for the pupils. Teaching is carried out through the computers. Hence, computers have become the medium between teachers and pupils. In this respect, many modules have been planned in the

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form of formal learning packages, controlled exercises, individual leaning materials, computer games as well as problem solving activities.

Since the teaching modules are used by pupils for their learning purposes, this Computer Assisted Instruction ( CAI ) is also known as Computer Aided Learning ( CAL )

(c)

Computer Managed Instruction ( CMI )

Technology and computer systems can also be used to collect data and consequently perform analysis to evaluate the (a) effectiveness of teaching, (b) the utilization of learning materials, (c) situations in the teaching-learning

process, and (d) student interaction in the classroom. Findings obtained from the evaluation of this programme are used to modify and improve the teachers scheme of work for subsequent lessons.

(d)

Computer Assisted Testing ( CAT )

Technology and computer systems too can be used to evaluate the effectiveness in learning. This type of evaluation is usually conducted in two ways. (i) Pupils answer questions and the answers are given in the computer. In this way, pupils answers can be checked later by the teacher or by the student himself through the computer itself. (ii) The computer is used to select questions stored in the item bank and each question is displayed in different sequences in the monitor. Pupils answer question by question, and later check the marks given in the computer. In this way, the pupils performance can be tracked immediately.

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An Example of Courseware Evaluation Form In selecting the computer as a resource for teaching and learning, it is important for you, as a teacher, to evaluate the computer-learning courseware for use in your classroom. characteristics. Generally, you can evaluate any courseware based on the following two aspects: (a) instructional characteristics, and (b) technical

Instructional characteristics include events of instruction and instructional qualities. Events of instruction refer to (a) motivation, (b) clarity of learning objective, (c) provision for examples that guide learning, (d) provision for mastery of skills through practice, (e) provision for informative feedback, and (f) provision for evaluating understanding. On the other hand, instructional qualities include (a) accuracy of content, (b) appropriateness of reading level, (c) clarity of directions, (d) provision for variety of activities, (e) provision for variety of feedback, and (f) supporting materials.

Technical characteristics include effective use of media and implementation. With respect to effective use of media, characteristics to be taken into consideration are: (a) colour, (b) sound, (c) graphics, (d) animation, (e) speed, (f) page format, and (g) interactivity. The implementation aspect covers (a) level of self accessibility on the part of the learner, and (d) smooth running of the courseware. The Division of Educational Technology in the Ministry of Education is responsible for the development and supply of computer courseware for use by teachers in schools. Integrated software for learning mathematics has been prepared for use in all schools. Furthermore, with the implementation of teaching mathematics in English for Year One, Form One and Lower Six beginning 2003, additional courseware for learning mathematics has also been supplied to schools. In addition to that, there are also various courseware available in the commercial market. However, a word of caution here you need to be careful 54

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when selecting suitable courseware for your classroom teaching. Therefore, you need to gain some experience in courseware evaluation. Choose at least three pieces of courseware for the teaching and learning of primary school mathematics available in your schools. Evaluate these courseware based on the criteria stated earlier. You may construct a form to record your evaluation.

After doing the above task, you might notice that there are different types of courseware used in the teaching and learning of mathematics. Basically, these courseware are categorized as (a) reinforcement, focusing on consolidating certain skills learned; (b) tutorial, focusing on drilling and practice; (c) concept, focusing on developing conceptual understanding; (d) simulation, focusing on modeling of real-life situation; (e) problem solving, focusing on developing problem-solving ability; and (f) games, focusing on instructional games for enrichment. Categorise the courseware you evaluated. courseware did you enjoy the most? Why? Which of the

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