Guidelines for Calculator Use In the Hopkinton School District

Belief Statement

The Hopkinton School District’s goal is to produce confident, knowledgeable, self-reliant mathematics students. The use of a calculator must support student learning, not inhibit student mastery. The use of a calculator needs to be purposeful and thoughtful, not surrendering to a lack of mental math skills.

Current Practice

In grades p – 3, the calculator is introduced as preparation for the district Measures of Academic Progress tests. (A calculator “pops up” on certain problems.)

In grades 4 – 6, calculator use is driven by the curriculum:

Grade 4 students do not use a calculator as regular practice.

Grade 5 students use the calculator to check their work.

Grade 6 students are introduced to the scientific calculator.

In grades 7 – 8, calculator use continues to be driven by curriculum. Students are introduced to graphing calculators in the 8^th grade.

In grades 9 – 12, the calculator is essential to instruction. Calculator use is open to student choice when permitted by the teacher. It is here that the dependence on calculators shows, as students are reluctant to rely on mental math skills, choosing the security of the calculator.

Systemic Supports

Calculator dependence is a major concern. Research links the development of strong mental math skills to participation in advanced mathematics courses (note resource list addendum).

RECOMMENDATION #1

To promote fluency and number sense, students at each grade level will participate in Mental Math (Mental Math defined as fundamental/skill building) activities for 5 – 10 minutes each day. A concerted effort will be made to solicit family support for adding Mental Math time at home.

Equity

Whether at home or at school, students must have access to the tools necessary to participate in teacher planned learning activities.

RECOMMENDATION #2

Students should have access to an appropriate calculator during class and have the opportunity to sign out a calculator, if necessary, to complete a homework assignment.

Assessment

A well-designed assessment provides a teacher with specific information about student learning. Teachers must understand each student’s development of mathematical skills and concepts independent of a calculator.

RECOMMENDATION #3

Teachers must frequently assess student mathematical skills without the use of a calculator.