Use of Technology

Calculators have come a long way in the last 50 years from a simple arithmetic machine to a mathematical tool of immense complexity with symbolic capabilities that can perform hundreds of functions. Nevertheless, the more complex machines with algebraic capabilities are not allowed as a tool when assessing (through formal examinations) a learners’ mathematical achievement. It begs the question would assess and plumber or an electrician but deny them a wrench or screwdriver. So why do we make learners perform manipulations when technology can do this for the learner. Is it more important for a learner to be able to accurately solve a problem that requires the construction of a pair of simultaneous equations and be able to use a scientific calculator to perform the manipulations and generate the solution?

Breaking the status quo of the traditional approaches to a difficult topic to learn as advocated by schemes of work, national programmes of study, examination specifications and society in general takes courage and determination of educators.

With technology exponentially developing it is not sustainable that pupils should still be learning a difficult topic via processes and routines which have been superseded or replacement by modern technologies. So, an innovative approach which involves the use of technologies (scientific algebraic calculator and computer algebraic software packages) incrementally introduced into the curriculum might permit the freedoms that over the course of time will change the negative perceptions of learners to the learning of algebra.