Abstract:
This paper reports on research in progress on children using calculators as part of their mathematics learning during their first two years at school. The effects of the introduction of calculators in the learning of primary mathematics has allowed these children to extend their number knowledge beyond traditional goals thus resulting in teachers examining their beliefs and expectations of children's development of number concepts. The focus of this paper on teacher expectations uses data from an extensive interview with one teacher to report on the challenge for her to change her expectations for the development of number knowledge by Year 1 children as a result of classroom availability of calculators. The teacher's expectations are mapped against a traditional common curriculum statement and the children's actual achievements. Reasons for differences in teacher expectation, the curriculum statement and the children's actual achievements are explored.