Calculators make instructors lazier and worse teachers than they should be since they don't have to ensure that the problem contains numbers in order for their pupils to master the skill intended. Students are working on **a long issue** with **ever longer steps**. They are relearning habits and fortifying **their thoughts**. The calculator may as well be an electronic tutor for all the effort it requires of them.

They also tend to distort our view of reality. If two people do the same calculation but one uses a calculator and the other doesn't, then those who use the calculator are likely to give themselves a better mark even if they're actually doing worse.

Finally, calculators can be dangerous. They can cause students to ignore important warning signs or to try calculations out before checking them. For example, someone using a calculator might not notice that a problem requires them to factorise a huge number, which could take a very long time to compute by hand.

Calculators enable children to solve more problems in less time. Calculators enable pupils to work more rapidly, allowing them to complete more problems in less time. As a result, you may raise the quantity and complexity of problems introduced in each class without increasing the amount of time dedicated to problem-solving training. Computers also allow for accurate recording and reporting of test scores which was not possible when most tests were administered manually.

The calculator can be used for **arithmetic tasks** such as addition, subtraction, multiplication, and division. It can also be used for computing percentages, finding factors, raising numbers to a power, and computing volume amounts. The calculator is designed to help students understand arithmetic concepts by presenting them in a straightforward manner with an easy-to-follow format.

Computers allow for **efficient storage** and retrieval of information. With computers, you can store the results of calculations or experiments which can then be retrieved later. This is helpful because it reduces the need to re-calculate solutions from scratch. Computers are also useful because they provide **rapid feedback** on **your work** which helps you identify errors early on. Without a computer, this would be difficult if not impossible to do.

Computers can play music, display pictures, and videos. They can also connect to the internet and search databases of information. Computers have many other uses as well; some people say that they are even replacing some jobs!

Over begin with, until we reach high school, we Indians prefer manual computation to calculators. It's better for youngsters since they have to use their brains to solve the problems rather than rely on a calculator. Furthermore, we are not taught computations that cannot be performed manually in school. So, there is no reason why a calculator should not be allowed in Indian schools.

The only argument against calculators that I've heard is that kids get used to them and then have trouble switching back to manual calculations once they leave school. But this argument doesn't hold much water since most countries that use calculators as part of their education system don't have this problem. In fact, studies have shown that using calculators can help young people develop time management skills that will serve them well in **later life**.

The main reason why Indians have not adopted calculators is because we prefer to learn by doing. We feel that if you can do it yourself, then it isn't a big deal if you can't do it instantly. This is also true for computers, we like to learn by doing instead of just reading about things. If someone wants to show off **their computing skills**, they usually create programs that perform tasks quickly and efficiently, instead of making **flashy animations** or games.

Calculators can assist students with impairments in exploring **mathematical ideas**. Many students struggle to comprehend these fundamental principles, and the visual aspect of the calculator display, as well as the speed and precision with which they perform, can assist pupils in developing their own mental "images" of **number concepts**.

However, using a calculator does not replace **learning mathematics**. Students should be encouraged to work out problems manually, rather than relying on a calculator for **all calculations**. It is important that they develop understanding of the principles behind arithmetic operations rather than simply applying rules mechanically.

Students with significant vision problems may need some form of amplification to be able to read the numbers and buttons on **a calculator screen**. They should be allowed to use calculators if this helps them learn mathematics.

It is advisable to check that the calculator has been programmed to deal appropriately with students with special needs, such as those who are blind or have dyslexia. These individuals may require larger print or a voice output unit.

Some students with physical disabilities may benefit from using a calculator. For example, a student who is unable to manipulate **small objects** might find it difficult to use traditional paper and pencil tests. A calculator allows him/her to practice arithmetic skills without risking damage to his/her hands.

However, it is important to remember that calculators cannot substitute for good teaching practices and sufficient time for study.