Do calculators hinder a students ability to reach automaticity in basic arithmetic?
The National Math Panel addressed that issue. A.D.: Ask them. (He turns to aides Pat Johnson and Steve Robinson.) Any opinions? P.J.: I think the research suggests that students need to be automatic with their facts, and if calculators hinder that, then it’s a problem. But otherwise, there’s no evidence that it interferes with their ability to perform high-level math. Is there a policy in Chicago schools? A.D.: We allow them. Students have to know the facts. But as far as graphing calculators, we felt that the more kids have access to technology, that’s a good thing. Do you think we have clear definitions and agreement on what students should know about science before they leave high school? A.D.: I would say that, across the board, we need to get clearer, higher, fewer standards. We talk a lot about internationally benchmarked standards. And I would argue that in many places around the country, our standards are far too low. How will we get there? A.D.: There’s a growing national wave
