Skip to main content

View related sites

  • Thought leadership
  • Media
  • Newsletter
  • FAQ
  • Events
  • Contact us
  • Facebook
  • Twitter
  • LinkedIn

Cambridge Mathematics

  • About us
  • The Cambridge Mathematics Framework
  • Our services
  • For teachers and practitioners
  • Blogs
  • Research
  • Thought leadership
  • Media
  • Newsletter
  • FAQ
  • Contact us
  • print

Calculators in primary schools

  • Cambridge Mathematics
  • For teachers and practitioners
  • Espresso
  • Calculators in primary schools
  • Espresso
  • 50: Covariational reasoning
  • 49: Teaching and learning equivalence
  • 48: Early development of functional thinking
  • 47: Developing concepts of pattern
  • 46: Building and breaking 2D and 3D shapes
  • 45: Teaching logical reasoning
  • View all Espressos

07 September 2017

Infographic map displaying what countries mention calculators in their curriculum for 10 year olds

How does the use of calculators in primary schools affect mathematics teaching?

  • Early use of calculators is advocated by research but there are gaps due to policy issues
  • Pupils with unrestricted access to calculators from an early age don't appear to rely on them
  • Calculators can be used for multiple purposes, including creative exploration and detecting pupil misconceptions in number
  • Mathematical task design should carefully attend to calculator use
  • Calculators should be a catalyst for redesigning curricula, not just add-ons to existing ones
  • Use of calculators in primary maths may make the subject more open and interesting for pupils
View Espresso

Useful links

  • Home
  • About us
  • The Cambridge Mathematics Framework
  • Services
  • For teachers & practitioners
  • Blogs
  • Research
  • Thought leadership
  • Media
  • Newsletter
  • FAQ
  • Contact us

About Cambridge Mathematics

Cambridge Mathematics is committed to championing and securing a world class mathematics education for all students from 3 – 19 years old, applicable to both national and international contexts and based on evidence from research and practice.

  • Cambridge Mathematics

View Related Sites

  • University of Cambridge
  • Cambridge University Press & Assessment
  • Faculty of Mathematics
  • Faculty of Education

© Cambridge University Press & Assessment 2025

  • Sitemap
  • Accessibility and Standards
  • Data Protection
  • Use of Cookies
  • Statement on Modern Slavery
  • Terms and Conditions
Back to top
We use cookies. By clicking any link on this page you are giving your consent for us to set cookies