I wrote a few practice tasks for my online ICS class for using loops and arrays, as well as a challenge task for anyone who’s interested. You’re welcome to use them in your classes if you like.
I teach high school math. Students bring scientific calculators to class, or they sometimes have to borrow one from me. I have two types available: immediate execution calculators and formula calculators. I’ve been wondering lately whether one type of calculator is better for learning algebra than the other.
Here’s how they work (see Wikipedia for a longer explanation: https://en.wikipedia.org/wiki/Calculator_input_methods).
These calculators work by performing calculations along the way as you type in values and operations. For example, you can evaluate the expression
by typing 3, multiply, 45, then the sine key. As you press operations and operands the calculator will evaluate what it can according to the rules of order of operations, or BEDMAS. For binary operands (those taking two values to produce a result, like multiplication), you put the values in order. For unary operations (those taking just one value, like squaring or taking a sine), the value must be present on the calculator screen when you press the operator key. These calculators usually have a bracketing feature to allow the user to work through complex expressions without using memory storage.
These calculators work by waiting until the user has typed in a complete expression to evaluate, then evaluating the entire expression. The order of button-pushing is pretty much as the symbols are written in the expression, making them easier to use for a lot of folks. Once a value is calculated, it’s stored in an “answer” variable in case it’s needed for the next evaluation.
Algebraic Expressions and BEDMAS
When we write out algebraic expressions, we have a number of conventions to follow. The most important convention is order of operations, which people usually learn to remember with the mnemonic BEDMAS or PEDMAS:
- Brackets (Parentheses)
- Division and Multiplication
- Addition and Subtraction
When evaluating (simplifying) an expression, you first simplify the smaller expressions inside brackets. Then you evaluate exponents, then division and multiplication in the order they appear, and finally addition and subtraction in the order they appear. It’s useful to think of brackets as isolating sub-expressions, which then follow the same rules. It’s also useful to think of this order as the “strength” of the operation: multiplication is a stronger operation than addition, so it holds its operands more tightly together, and it gets evaluated first.
When a student is learning order of operations, it often feels like a set of arcane rules. There is no reason, from the student perspective, that it has to be this way. In fact, it didn’t really need to be this way, but the convention was established and now it’s important to abide by it (if you want to be understood, that is).
How a calculator helps (and hinders) learning arithmetic
People often lament that today’s youth can’t perform basic arithmetic in their head. It’s unfortunately true; I often see students reach for their calculator to evaluate or even . These are facts which prior generations had drilled relentlessly and now have available as “instant” knowledge. Younger people typically haven’t spent enough time practising these computations to develop facility with them. This is partly because the calculator is so readily available.
(Aside for parents: If you have kids, please do make them practise their age-appropriate facts. It’ll help them in the same way practising reading makes things easier)
This will draw a lot of heat, I’m sure, but I think calculators do have a strong place in even K-6 learning. They let students explore quickly without the burden of computation getting in the way of non-computational learning. It’s the same effect that web-based, dynamic geometry software can have on learning relationships between figures, lines, etc. (if you’re looking for awesome dynamic geometry software, try GeoGebra – free and wonderful).
But calculators are a hindrance when students are learning to compute fluently. They allow a student to bypass some of the thinking part of the exercise. Don’t let students (or your kids) use a calculator when they don’t have to. Only use them when students need the speed for the task they’re completing.
How a calculator helps (and hinders) learning algebra (?)
Here’s the part I don’t know about, but I’m speculating about.
I think immediate execution calculators require students to understand the algebraic expressions we write, where formula calculators bypass the thinking part of evaluating expressions.
As with arithmetic, if practising evaluating expressions is not part of the learning, and might be getting in the way of the goals for learning, then either type of calculator is fine.
But as students are developing their understanding of algebra and the order of operations, the immediate execution calculator displays the results of operations as they are evaluated, while the formula calculator obscures the evaluations in favour of a single result.
When a student types 5, add, 6, square, equals into an immediate execution calculator, they see the value 36 as soon as they press the square button. There is a reminder that the square operation is immediate. Similarly when a student wants to evaluate they must type 30, add, 45, equals*, then sine, emphasizing that the bracketed portion has to be evaluated first (i.e. before the sine function is applied).
*A student can use brackets, which is equivalent to pressing equals before sine. Also, I hope anyone using the sine function knows that 30+45 is 75 and doesn’t need a calculator’s help for the addition.
Is there research?
I perused the InterTubes to find research into this question, but either it’s not out there or I’m not skilled enough to find it.
I want to know whether one calculator is better than the other for a student who is learning to evaluate expressions.
Has no one looked into this? Help?
I spent about 13 hours working on school stuff today. I planned lessons, collaborated with colleagues, taught math concepts, worked one-on-one with students, developed practice materials, communicated with online students, searched out supplementary resources, marked tests,….
It’s 12:28am. I finished the school work that my brain can safely manage a little while ago, and I’m getting ready for bed. I’ll be up again at 6 o’clock to restart the cycle, and I’ll still be tired.
I like my job, I love my students, and I desperately want them to succeed. But I’m also exhausted already and feeling guilty for taking ten minutes to tap this into my phone. The work is so important, but letting it take precedence over everything else in my life is unhealthy and is unfair to everyone, including me. It always takes up more than its fair share of my brain’s CPU cycles, and it’s taking up too much of my personal time as well.
If anything eludes me this year it’s balance. I need some real down time, real soon.