030. Calculators: Friend or Foe? 

Do calculators belong in elementary math classrooms? Or do they prevent students from learning the concepts? In this episode, we explore the long-debated question: are calculators a friend or a foe?

We’ll unpack common concerns teachers have about calculator use and explore how research supports calculators as powerful learning tools; when used intentionally. You’ll learn the difference between pedagogical and functional calculator use, and discover how calculators can actually enhance number sense, support problem-solving, and boost student confidence.

From introducing calculators as tools (not shortcuts) to helping students decide when to use them, we’ll walk through practical tips and instructional ideas to help you bring calculators into your classroom with purpose.

Whether you’re a calculator skeptic or curious about giving them a go, this episode will give you a fresh, balanced perspective rooted in research and classroom experience.

Hello again, Meaning-Makers. Thank you for joining me for another episode of the Meaningful Math podcast. Today we’re diving into a topic that has sparked debate among elementary school teachers for years: calculators, are they a friend or foe? 

Maybe you’ve had a student at some point “tell on” another student for “cheating” because they were using a calculator. With the increased access to technology in elementary classrooms, this issue is coming up more up often, since most devices have built-in calculators. 

Many teachers might agree that using a calculator in math class is cheating. But is it really? Today, we’re going to unpack that question, explore why teachers hesitate to allow calculators in their classrooms, and dive into research that shows when, why, and how calculators can actually support student learning.

So let’s jump right in! 

Why Teachers Hesitate to Use Calculators

Let’s start by reflecting on why teachers are hesitant to let students use calculators in the first place. Usually, the concern is that students won’t develop basic computational skills if they rely on calculators. Teachers believe in the importance of using paper and pencil, or marker and whiteboard, to build computational fluency. And if students are using calculators, it could hinder that development. And you know what? That concern is valid! We do want our students to be able to add, subtract, multiply, and divide, without calculators. Being able to compute with numbers not only strengthens number sense but it is also a crucial real-world skill!

What the Research Says About Calculator Use

But what if I told you that calculators, when used intentionally and appropriately, can actually help students strengthen their computational fluency and deepen their understanding of math? It’s true! Research over the past 20 years consistently supports this, which is why the National Council of Teachers of Mathematics recommends using calculators at all grade levels and for all students. So, let’s dive into what the research says about the best ways to implement calculators in the math classroom.

Well, research tells us that balance is the key. Mental math, estimation, and paper-and-pencil computation all have a very important role in elementary math education. But that doesn’t mean calculators should be banned. When used appropriately, calculators can actually enhance a student’s understanding of math rather than replace it.

Pedagogical Use Vs. Functional Use

So, what does it mean to use calculators “appropriately”? Well, researchers often make a distinction between pedagogical use and functional use.

Pedagogical use means incorporating calculators into the teaching and learning process in a way that enhances conceptual understanding. This might involve using calculators to explore patterns in numbers, investigate relationships, or solve complex problems that go beyond known computation skills.

Functional use, on the other hand, refers to using calculators for simple tasks like checking answers or performing routine calculations. While functional use has its place, it’s not the most powerful way to use calculators in the classroom.

So, if we want calculators to be a friend to student learning, we need to focus on their pedagogical role. This also means teaching students when to use a calculator, and when it’s more effective to use mental math or computational strategies.

Furthermore, calculators can help children see patterns in numbers or test out hypotheses in a way that might be too tedious with paper and pencil. Calculators allow students to focus less on the computation part of solving a problem and more on the reasoning needed to solve the problem. This can lead to greater persistence and confidence in solving challenging problems because students aren’t getting bogged down by the arithmetic. 

Using Calculators with Purpose

This brings us to the question of when and how calculators are best used during math instruction. It really comes down to identifying the primary goal of the activity or lesson you’ve planned for your students. If you’re focusing on computational fluency, like adding with regrouping or practicing multiplication facts, a calculator wouldn’t be appropriate, as it could hinder their fluency development. However, if the goal is to engage students in problem solving, pattern-finding, or investigations, then a calculator can be a very valuable tool.

This brings us to one of the biggest benefits of using calculators in the classroom: they can help students focus on problem solving.

Research shows that when students use calculators appropriately, they’re better able to explore and solve problems because they aren’t getting overwhelmed by the calculations themselves. This doesn’t mean they’re skipping over the math, they still need to understand the concepts and decide what operations to use. But the calculator allows them to engage more deeply with the problem-solving process, rather than spending all their time and mental energy on computation.

In fact, one of the strengths of calculators is their ability to help students develop a wider sense of numbers. Calculators can expose students to numbers and operations that might be out of their reach using mental math alone. This can lead to a stronger understanding of mathematical patterns, relationships, and operations.

Calculators: Just Another Math Tool

Now, let’s talk about how we can teach students to use calculators wisely.

At the beginning of the school year, calculators can be introduced to your students in a similar way to all other math tools, like counters, base ten blocks, and connecting cubes. Make sure calculators are visible and available, stored alongside all the other math manipulatives. This helps normalize them as part of the learning process, rather than something mysterious or “cheaty.”

When introducing calculators to students, you can keep it simple by teaching them how to enter in simple calculations and read the display. You can even throw in a few problems where mental math is faster than using the calculator, just to show that sometimes, your brain is the more efficient tool!

Once your students grasp how to use a calculator, begin incorporating them into lessons where it enhances their math understanding, rather than hinders it. And during most of these lessons, some students still choose not to use the calculator. 

Over time, you’ll notice your students start asking themselves, “Do I need the calculator for this?” rather than automatically reaching for it or asking you for permission. It’s no longer seen as cheating, but rather one more tool in their math kit. 

Wrapping It Up: A Balanced Approach to Calculator Use

Despite the research and benefits, there is still, and likely will always be, some concern about using calculators in the elementary math classroom. Honestly, another big reason teachers may not have their students use calculators is simply that it doesn’t cross their minds. Effectively incorporating calculators requires intentional planning. When designing lessons, we need to be clear about our objectives. If the goal is to practice math facts or build computation skills, then a calculator isn’t the right tool. But if the aim is to solve a rich, complex problem, a calculator can help students persevere and focus on their thinking, rather than getting bogged down by calculations.

Final Thoughts

So, what do you think? Are calculators a friend or foe? We’d argue they are our friend, as long as they’re used intentionally and appropriately. As teachers, we have the responsibility to create a learning environment where all math tools, including calculators, are used to help build a strong mathematical foundation for our students.

Thank you so much for joining us today, Meaning-Makers. I’d love to hear your thoughts on calculator use in your classroom. Do you have any activities or strategies that have worked well for you? 

Alright, until next time. Have a great one!