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2.6 Calculator and Computer PDF
2.6 Calculator and Computer PDF
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.
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?
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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.
Essential Features
The calculator chosen should have the six basic function keys mentioned above,
that is:
, , , , %, √
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.
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The constant function enables children to add, subtract, multiply and divide using
a “short-cut” code.
C 3 X 3 = 9 X 3 = 27 X 3 = 81
or C X X = = =
3
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.
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
(On some calculators [for example, Casio], this key is just labeled C.)
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6. Manufacturer’s 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
C = X =
2 3 3
Activity 1: Count – Up
press “ 1 “
then press “ + “
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WAJ3105 Numerical Literacy
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
- 1 = = = = =
Example: 100
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?
C 5 X 10 = 50 X 10 = 500 X 10 = 5000
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Start With
5
X 10
5 0
X
10
5 0 0
X 10
5 0 0 0
* With some models of calculators, you may have to enter 10 first, and / or press
the
X key twice.
Exercise
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WAJ3105 Numerical Literacy
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.
Under the context of education, the use of computers can be classified into
several categories as described briefly below:
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.
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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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 )
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 teacher’s
scheme of work for subsequent lessons.
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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when selecting suitable courseware for your classroom teaching. Therefore, you
need to gain some experience in courseware 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.
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