More than half of students from low‑income households
$0 still needed
Evaluate! Formulate! Calculate!
My students need calculators that show entries and results to assist in individual mathematical independence and mastery.
We only have so many fingers to count on! Basic calculations can slow a student down and maximize their frustration, often causing them to quit. Students with learning disabilities benefit from the use of calculators to assist in multi-step mathematical operations.
Our school's population encompasses approximately 40% African American, 30% Hispanic or Latino and a myriad of other cultures and races.
It is a public school serving grades 6-12 with approximately 477 students in an inner-city, high poverty area in California. My students are 6th through 8th grade, multi-ethnic students. They have mild to moderate learning disabilities in a Middle School Special Day Class Math/Science core.
"Ms. P., Why did I get the wrong answer?" Multi-step operations and calculations present a challenge to students with processing disorders. It is not always clear where the problem breaks down especially when using a basic calculator that only supplies the answer. These calculators have a multi-line display giving students the added value of being able to review exactly what they entered and in what order, to determine in a more independent manner if their answer is correct or why it is not. Further, for students with visual processing disorders, the TI-10 is laid out with easily readable keys so the numbers, operation keys, and other keys are in different colors making them easier to locate.
With only two calculators available that are both different, there are often frustrations when students need to use them.
With all students having access to the same type of calculator at the same time, and one that supports their learning needs, my scholars will be able to approach their independent level of math more successfully, with less frustration, and be able to gain mastery quicker. This will encourage them to want to be in the classroom and attempt problems that present a greater challenge.
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