---

Calculators in Schools

I am pleased to have secured this debate on the use of calculators in school. The Library confirmed to me that there has not been a single debate on this subject in the past 10 years, and I suspect that it goes even further back than that. There may never have been a debate in Parliament about the use of calculators in school, but it is extremely important that the subject is given an airing before the curriculum review in 2013. To make the position clear, I am not anti-calculator. In fact, I count myself a bit of a geek. I was a mainstay of my school computer club, and I was happy to spend time programming in BASIC, and whiled away many a contented teenage hour doing so. However, I believe that technology has to be used in the right way at the right time and at the right age. I do not believe in the micromanagement of teachers, or telling them what they ought to do in the classroom. On the subject of calculators, we must acknowledge that the Government have actively encouraged their use in school through directions in the national curriculum and calculator use in standard assessment tests. We are therefore not looking at a neutral landscape. Finally, calculator usage is not the only reason for poor maths performance, and I do not seek to claim that it is. We need to look at teaching standards, the curriculum and pupil motivation, but we can say—and there is significant academic evidence for this—that calculator use too early has a negative impact on mathematical ability. Having observed eight-year-olds being taught multiplication on calculators in an English classroom before they have fully grasped and practised key mathematical operations, I am concerned that things are going on in our schools as a result of Government policy about which we need to be mindful and careful. Most teachers would consider that consolidating skills at the age of seven or eight in division, multiplication and fractions, and introducing proper, formal methods that can be used for a lifetime, are important in preparing students for life. Many of my constituents report that too-easy access to calculators is available in local schools. Failure to secure good basics can result in problems later in school, and we have only to look at the PISA––programme for international student assessment—international league tables, in which Britain is in 28th place, to see that we have a problem. It is not just a problem in maths. We know that good, early maths helps to develop both logical thinking and skills in abstraction, which are useful in all kinds of analytical subjects and jobs. My hon. Friend the Member for North Swindon (Justin Tomlinson) has been very effective in raising the issue of financial capability and how people can manage their bank accounts, mortgages and loans. To do so, they need a good understanding of arithmetic and mathematics. They need to be able to ready-reckon in their head the purchase they are making or the financial product they are buying. If we do not lay out those basics early on, as a country we will struggle. This is part of a general problem that we have with technology, which has been highlighted by various IT and technology companies, and by Eric Schmidt of Google. Too often in our schools, technology is seen as a magic box that students use, rather than a tool: they need to understand how something operates, learn to programme it and think for themselves. We are in danger of getting into a sat-nav process whereby students are led through a series of steps, rather than understanding programming and how IT works. On the subject of learning to use IT in schools, I have yet to meet a teenager who is not an expert in using smart phones and making internet searches, but I have met quite a few who are not quite so hot on mental arithmetic. We need to rebalance the skills that we encourage students to learn. What is in the national curriculum? For seven to 11-year-olds—key stage 2—there is a separate section in the national curriculum on calculator methods. That is an early age at which to teach such methods compared with other countries. The national curriculum is specific about how that ought to be taught—it is pretty dirigiste. Not only are calculator methods set out in the curriculum and encouraged as part of what older primary schoolchildren learn, but they are tested at 11. However, many questions in the test for 11-year-olds do not require a calculator to answer them. I have a sample question from the ““calculator allowed”” test in mathematics for 2010:"““These are some prices in a flower shop. Tulips: £1.20 for a bunch; roses: 40p each; daffodils, 55 p for a bunch. How many roses can you buy for exactly £2?””" Most Members in the Chamber would be able to work that out without using a calculator. That kind of question should encourage thinking and mental arithmetic but, unfortunately, in the tests at the moment, students are asked to use calculator for basic sums. According to ““Trends in International Mathematics and Science Study 2007””, calculator use by 10-year-olds in England is the highest of any country in the study. We are an outlier on the matter, and only 2% of 10-year-olds in primary schools in England do not use calculators. If we look at the top-performing countries in PISA 2009, which is generally reckoned to be the most objective international comparison, because all students sit the same test, which they do not do in other studies, we can see lower calculator use and stronger resistance to calculators by teachers in those schools. Zhangzhou, China is the top performer, but that was not covered in the TIMSS test, so I cannot comment on that, but Singapore was number two, and 98% of its 10-year-olds do not use calculators in school. Hong Kong was number three, where 50% of its pupils do not use calculators, and there are very strict limitations on those who do use them to prevent their use for basic computational work. Korea was number four and although its 10-year-olds were not included in the study, even their 14-year-olds had a low usage of calculators. China Taipei was number five. In 2008, the Department for Children, Schools and Families did a comparative study that showed that teachers felt great caution about the use of calculators in schools. Similarly, the use of calculators in schools in Austria and Germany is very low. Generally speaking, international studies show that calculators get introduced at about the age of nine to 11, and for specific purposes. They are not used for those basic arithmetical operations that I described in the SATs test, but for those cases where only a calculator can be used. Traditionally, Anglophone and Scandinavian countries have higher calculator use—countries such as the US, Denmark, Australia, Sweden, New Zealand and Finland, but nowhere has such high usage as England. We really are the most keen on calculators. I would describe this country as in love with the calculator, and from a very early age. The use of calculators in other countries has prompted much academic debate and critiques about it appear in the US, the UK and Scandinavia on both sides of the argument. There is a growing international debate about the use of technology and how we inculcate the basic skills that people need to think before they go on to use technology, rather than thinking of the calculator as a magic box that will solve the answer to every question. The Massachusetts curriculum—it is the top-performing state in the US—places restrictions on calculator use and says that it cannot be used for basic arithmetic operations. Sweden has a non-calculator exam at the age of 18. Alberta, one of the top- performing Canadian provinces, has a strong focus on mental mathematics. A lot of the Anglophone and Scandinavian countries are now beginning to think about how excessive calculator use at an early age may have impacted on standards in maths and the ability to do maths. We all know that the west is facing a strong challenge from the east, particularly in respect of human capital and skills and capabilities. All countries would be wise to consider why the east's performance, particularly in subjects such as maths and science, is outstripping that of the western world. I urge the Minister of State, my hon. Friend the Member for Bognor Regis and Littlehampton (Mr Gibb), to consider the place of calculators in the curriculum. We should remove calculator methods from the teaching of children as young as seven and eight, because that is taking time away from getting a good grounding in the basics. If one speaks to teachers in high school, they will often say that students arriving at their schools are not prepared in the basics due to a lack of practice. My fear is that by having a strong section on calculator methods in the curriculum we are taking away time that could be used on preparing children in those basics. We should also consider the provision of calculators in the SATs tests. I know that there are questions about the overall standards in the SATs. I also know that the Minister is considering them and that he is keen to see more formal methods applied in the curriculum so that pupils learn proper long multiplication and long division. We also need to consider other parts of the curriculum that may be taking up time from that valuable practice in getting the basics right. Our record is not good. We are 28th in the world according to the PISA league tables, and an outlier according to the OECD in terms of the number of 16 to 18-year-olds studying maths, because, I believe, the start of their maths career was not very good. If we want to get better at maths in this country, we need to start to get those basics right, so we can get more people to do maths. The Chancellor announced yesterday that maths free schools would be an option at 16 to 18 years, but if we do not have the confidence in performing those basic mathematical operations, I fear that we will be unable to get students up to the level to perform later on.