Republic of the Philippines

Leyte Normal University

College of Education
Tacloban City

In partial fulfillment of the course SNED 111: Instructional Adaptation in Math

and Science

A WRITTEN REPORT:
Calculators and Computers

Submitted by:
Jaro, Razhel Shane C.
BSNED ES22

Submitted to:
Alexis Bayona Aniano, LPT, MA- SPEd

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 I. Calculators

According to Britannica 2022, calculators are machines that are automated to perform
arithmetical operations and certain mathematical functions. The Modern calculators evolved
from 1642, the digital arithmetic machine to the late 20th century where calculators could
perform advanced calculations, store data and execute programmable steps, with some
models offering printing, plotting, and alphabetic character capabilities.

The use of calculators made good results in operational and problem-solving skills and
students had a positive attitude towards math. (Ellington 2003) Teachers want their students
to engage in activities benefiting those with learning disabilities who may be unable to
participate. This may help students explore math concepts that may be difficult to grasp.
Through this, the teacher can observe the student on how they understand the concept on
the speed and accuracy, visual nature of the calculator display and developing their mental
illustrations of numbers. As also in graphing calculators, which support older students
confirm hypothesis, understand geometric principles and algebraic equations.

Calculators offer students an alternative to traditional methods, helping them build

calculation skills and fluency strategies. For students with disabilities, calculators enable a
focus on understanding math concepts rather than struggling with computations, improving
both accuracy and confidence. When used appropriately, they provide essential support for
engaging in higher-level problem-solving activities while reducing frustration.

Strategic Learning
Calculators offer students an alternative to traditional paper-and-pencil methods, helping
them develop calculation skills and fluency strategies more effectively.

1. Calculations
In many special education math curricula, the emphasis is on basic computation
rather than the problem-solving skills required in general education math. However,
students who struggle with basic math facts often have the potential to grasp higher-
level concepts. By using calculators, these students can shift their focus from tedious
calculations to understanding and applying math concepts, giving them access to
more advanced mathematical ideas.

2. Fluency
Many students with disabilities find it challenging to recall math facts, leading to
errors that affect all levels of computation. Calculators can improve their fluency and
accuracy by offering immediate feedback, helping them build confidence and
proficiency in math (Graham & Thomas, 2000).

3. Affective Learning
Beyond aiding recognition and strategic learning, calculators also support affective
learning by reducing frustration. They enable students with learning disabilities to
engage in complex problem-solving activities they might otherwise avoid. The tactile
nature of calculators can also be particularly enjoyable for students who learn best
through hands-on activities.

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 The use of calculators in the classroom should be guided by the teacher's professional
judgment. While they may not always be suitable for teaching or assessing computation
skills, calculators are highly beneficial for real-world problem-solving activities. By carefully
integrating calculators into lessons, teachers can provide the necessary support for students
with learning disabilities while still challenging them to grow.

II. Computers

A computer is a programmable device used to store, retrieve, and process data. Initially,
the term "computer" referred to as human computers who performed calculations with
mechanical tools like the abacus and slide rule. Over time, the term came to describe the
mechanical devices that replaced these human calculators. Modern computers are
electronic devices that receive data, process it, produce results, and store the outcomes.

Laptop, computers and tablet devices are valuable tools for students with learning
disabilities due to their portability and lightweight design. (Vaughn & Bos, 2009). They offer
various uses in the mathematics classroom, enabling teachers to teach concepts like
statistics, graphs, spreadsheets, and proportions, while also encouraging students to engage
in more complex investigations that require higher-order thinking and logic.

This may give opportunities for the student to apply "hands-on" approach to problem-
solving and help them understand it’s process and reasoning fundamentals to mathematical
problem-solving. Moreover, since computers simulate real-world applications of mathematics
in business and industry, they increase both the practicality and the students' engagement
with the subject. The increased use of assistive technology devices in cooperative learning
activities can improve the involvement of students with learning disabilities (LD) by
overcoming specific barriers related to their disabilities. The following are examples of how
students can apply a hands-on approach and engage in cooperative learning:

1. Hands-on Approach to Problem-Solving:

 Math Manipulatives: Students can use physical tools like base-ten blocks, fraction
tiles, or geometric shapes to explore concepts such as addition, subtraction, and
fractions. This tactile approach helps them visualize and understand abstract
mathematical ideas.
 Virtual Simulations: Students can use computer programs that simulate real-world
scenarios, such as managing a budget or running a business. These applications
allow them to apply mathematical concepts like percentages, proportions, and
calculations in practical, real-world contexts.
 Interactive Graphing: Using graphing calculators or online graphing tools, students
can physically manipulate graphs of equations, helping them understand functions,
slopes, and intercepts through trial and error.

2. Cooperative Learning:

 Group Problem-Solving: Students with learning disabilities can collaborate with

peers in small groups to solve complex math problems, sharing ideas, and helping

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 each other understand the reasoning behind each step. For instance, one student
may focus on using a calculator while others discuss the mathematical strategy.
 Peer Teaching: Students can pair up and take turns explaining math concepts to
each other. One student might demonstrate a solution using a hands-on tool, while
the other explains the reasoning behind the steps.

 Assistive Technology Collaboration: In a group project, students can use assistive

technology like speech-to-text or audio books to ensure all members, including those
with disabilities, can contribute equally. For example, a group might use a computer-
based program to analyze statistical data, and each student can input and interpret
data based on their strengths.

By integrating hands-on tools and cooperative learning activities, students can build their
problem-solving skills, gain a deeper understanding of mathematical concepts, and support
one another in overcoming learning challenges.

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References:

The Editors of Encyclopedia Britannica. (1998, July 20). Calculator | Definition, History,
Types, & Facts. Encyclopedia Britannica. https://www.britannica.com/technology/calculator

Beyond “Getting the answer”: Calculators help learning disabled students get the concepts.
(n.d.-b). LD OnLine. https://www.ldonline.org/ld-topics/math-dyscalculia/beyond-getting-
answer-calculators-help-learning-disabled-students-get?
fbclid=IwY2xjawIDWN1leHRuA2FlbQIxMAABHSgcMDUfV6KJmyKqyN-
Hl9yqjScq674lsunIZ3H93lJhVep1asUafXXzAw_aem_rBuf2Cmx7HmOhSSQh7wHxA

Computer. (2024, April 9). Computer Hope.

https://www.computerhope.com/jargon/c/computer.htm

LDAOeng. (2018, May 4). Assistive Technology for Students with Learning Disabilities -
LD@school. LD@School. https://www.ldatschool.ca/assistive-technology/

Calculators and computers. (n.d.). https://nces.ed.gov/pubs92/web/92060.asp?

fbclid=IwY2xjawIDRelleHRuA2FlbQIxMAABHSgcMDUfV6KJmyKqyN-
Hl9yqjScq674lsunIZ3H93lJhVep1asUafXXzAw_aem_rBuf2Cmx7HmOhSSQh7wHxA#:~:text
=Computers%20can%20be%20used%20in,enhances%20practicality%20and
%20students'%20interest

National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for
School Mathematics. NCTM website

Khan Academy. (n.d.). Mathematics Khan Academy website

CAST. (n.d.). Universal Design for Learning (UDL) CAST website

The IRIS Center. (n.d.). Cooperative Learning IRIS Center website

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