Issues arising on the use of hand‐held calculators in schools†

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Abstract
This paper considers the use of hand‐held calculators (HHCs) in schools from the pedagogical and sociological viewpoints. Using arguments based on the observed pattern of mathematical education, we discuss the effect of the use of HHCs, from the learning viewpoint and from the viewpoint of providing students with a ready competence in arithmetical manipulation. We shall also discuss the effects of the adoption of HHCs in undeveloped countries and for deprived minorities. The topics are developed from philosophical/psychopedagogical reasoning and from developmental policy. Strategies designed to make mathematical education more immediately useful are discussed. An example is provided, and the relationship between Polya's problem‐solving approach and the use of HHCs is examined.

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