By Way of IntroductionAuthor(s): Marsha W. LillySource: The Arithmetic Teacher, Vol. 34, No. 6, FOCUS ISSUE: CALCULATORS (February 1987),p. 2Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41193083 .

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Eleven years ago the Arithmetic Teacher featured a special issue on calculators, so why was this topic selected for the 1987 focus issue?

The NCTM has advocated calcula- tor use for several years. During the past decade, researchers have con- ducted over 150 studies on the effects of calculators, creating "one of the largest bodies of research on any topic or material in mathematics educa- tion" (Suydam 1982, 1). Achievement scores were as high or higher when calculators were used for instruction as when they were not (even though the calculator was not used on the text).

In the early 1980s, although some resistance to the use of calculators was still apparent, public awareness of their potential instructional uses and benefits was slowly increasing as people began accepting the existence of calculators in their lives and in their children's lives (Suydam 1980). In April 1980, NCTM published An Agenda for Action, which heightened this awareness by stressing the need to integrate calculators at all levels and by reinforcing their usefulness in problem solving. One of the eight rec- ommendations specifically addressed computing technology: "Mathematics programs must take full advantage of the power of calculators and comput- ers" (NCTM 1980, 8).

Even with wide availability and strong support, little has been done to integrate calculators into the curricu- lum. Calculators are not being used to advantage in many classrooms (Wil- liams 1983). They are, in effect, in the closet (Worth 1985).

If we are to implement fully the Agenda's recommendation, then it is time to reaffirm the viable role of the calculator in the teaching and learning of mathematics. The calculator has the potential to influence mathematics instruction. Perhaps no other topic is more timely for mathematics teachers at all levels. Each teacher of mathe- matics has an essential role to play in developing new materials and prac- tices for the calculator. How can cal- culators best be used to develop and reinforce mathematical skills and ideas? The Editorial Panel has planned this focus issue in response to this question.

The issue begins with Kansky's "One Point of View" (p. 4), which supports the calculator as an essential teaching aid. Williams (p. 8) presents a rationale for integrating the calcula- tor into the curriculum. Specific sug- gestions on how we can take advan- tage of the benefits of calculators are offered by Rey s and Rey s (p. 12). Yvon (p. 16) urges teachers to use the calculator and supplies a checklist and guidelines for implementation.

Several articles describe calculator activities for the primary, intermedi- ate, and middle grades. Spiker and Kurtz (p. 24), Hiatt (p. 38), and Comstock and Demana (p. 48) all sug- gest ideas for immediate classroom use. A model that facilitates the inte- gration of calculator activities with other instructional aids is proposed by Berlin and White (p. 52). Carter and Leinwand (p. 55) present their state's plan to allow for calculator use on standardized tests. Wiebe (p. 57) ex- amines the types of mathematical

skills needed in a world where most arithmetical computations are done by machine and proposes changes that should be made in mathematics instruction. The "Research Report" by Suydam (p. 22) focuses on re- search on calculators in the class- room.

Calculators are also highlighted in the following departments: "Estima- tion and Mental Computation," "IDEAS," and "Problem Solving: Tips for Teachers." The NCTM posi- tion statement on calculators is also included (p. 61), along with a portion of the Mathematics Framework for California Public Schools, Kindergar- ten Through Grade Twelve that deals with calculator technology (p. 64).

If addition to this issue, the Panel also notes a forthcoming Council pub- lication, How to Teach Mathematics Using a Calculator: Activities for El- ementary and Middle School. If this journal and this text are indicative of a resurgence in the use of the calcula- tor, then we all face an immediate future of challenge and change. References Suydam, Marilyn N. Using Calculators in Pre-

College Education: Third Annual State-of- the-Art Review. Columbus, Ohio: Calculator Information Center, 1980.

. The Use of Calculators in Pre-College Education: Fifth Annual State-of-the-Art Re- view. Columbus, Ohio: Calculator Informa- tion Center, 1982.

Williams, David E. "One Point of View: Re- member the Calculator?" Arithmetic Teacher 30 (March 1983):4.

Worth, Joan. "Let's Bring Calculators Out of the Closet!" Elements: A Journal for Ele- mentary Education 17 (1985): 18-21.

Marsha W. Lilly for the Editorial Panel m

2 Arithmetic Teacher

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