1. The role of calculator in teaching The symbol of the information society is the information revolution centered on electronic computers, which affects society, economy, culture and other aspects. Computers and calculators have a far-reaching impact on mathematics, and the development of modern information technology, including computer technology, will undoubtedly greatly affect the current situation of students' mathematics learning. Mathematics teaching conditions in schools will be further improved, and mathematics teaching will begin to enter the information age. Calculators and computers have brought great changes to the mathematical world. This profound change urgently requires the fundamental adjustment of school teaching content and teaching form. All countries and regions in the world pay attention to providing a novel learning environment for mathematics teaching by using advanced technologies such as calculators and computers, so that mathematical ideas can be visualized and students can witness the process of forming mathematical knowledge, establishing models and exploring laws. Free teachers from a single teaching task, present teaching content in a rich form, and explore various conjectures with students. The curriculum reform documents of many countries and regions have clearly expounded this issue. For example, the American NCTM Mathematics Curriculum Standard (2000) is characterized by emphasizing the important position of science and technology in mathematics curriculum, emphasizing the combination of science and technology and mathematics teaching process, and providing a large number of visual examples of electronic mathematics, so that teachers can know how to use information technology in teaching practice. In the national mathematics curriculum in Britain, almost every achievement goal from CET-4 mentions the use of calculators and computers, which is also clearly reflected in various teaching materials. Each classroom is equipped with enough calculators to distribute to students in class. For example, Singapore (2000) pointed out that the introduction of information technology can provide students with the following opportunities: (1) It helps students to consolidate their concepts and skills; (2) Let students learn meaningfully; (3) It is easier to carry out cooperative learning and broaden students' learning methods; (4) Build a bridge between abstract concepts and concrete experience; (5) It helps students to explore different solutions to problems and observe different results; (6) Develop students' problem-solving potential. The appearance of computers and calculators makes people re-recognize the position and role of calculation in primary school mathematics education. Using calculator to calculate is an important part of the mathematical system, so that students can consider and understand the calculation problems from the whole mathematical system when they encounter specific problems. Second, will using a calculator reduce students' computing ability? In recent years, all countries and regions in the world have applied information technology to mathematics education in primary and secondary schools, and attached great importance to computer-aided teaching and the research and implementation of mathematics experiments using computers. However, many math educators in our country always have some worries that once calculators or computers are used in math teaching, students' computing ability will be weakened. In fact, this kind of worry is unnecessary. Calculators and computers are powerful tools for students to explore mathematical knowledge. The cockcroft report pointed out: "There is enough evidence to show that using calculators has no negative effect on basic computing ability, and it is wise for children to learn to use simple calculators from an early age." We should strive to improve the application level of calculator and computer technology in mathematics teaching, vigorously develop and provide more abundant learning resources for students, take modern information technology as a powerful tool for students to learn mathematics and solve problems, increase the technical content of mathematics classroom in China, and improve students' learning. Students can learn more and deeper mathematics by using calculators or computers. Technology should not replace the basis of understanding and intuition. Of course, it can and should be used to encourage these understandings and intuition. In mathematics teaching program, technology is widely and reliably used. With this goal, students can fully study mathematics. Third, what content is suitable for teaching with a calculator? Calculator can not only free students from tedious paper-and-pencil calculations, but also provide a powerful tool for solving practical problems. But also has a great influence on students' mathematics learning methods. Calculators can help students explore mathematical laws and understand mathematical concepts and laws. China's 2000 ≤ math curriculum standard ≥ points out that: a) complex operations can be carried out with the help of calculators; B) It can solve simple practical problems; C) Simple mathematical laws can be explored; D) You can use a calculator to find the square root and cube root; E) Rational numbers can be used to estimate the approximate range of irrational numbers; F) When solving practical problems, approximate calculation can be made with a calculator; G) According to the requirements of the problem, approximate results can be obtained; And 3 h) you can explore some interesting things. Computers and calculators provide visual images of mathematical ideas. They make it easy to organize and analyze data, and they are effective and accurate in calculation. They can support students' exploration in any mathematical field, including geometry, statistics, algebra, measurement and number. If technical tools are effective, students can concentrate on decision-making, reflection, reasoning and problem solving. For example, the standard of "number" in the first section of the British mathematics learning syllabus points out that the calculator should be used as a tool to explore numbers or as a calculation tool for real data. The second issue of the number standard points out: "extend the calculation method to the addition and subtraction of negative numbers, all four operations of decimals, fractions and percentages of calculated quantities, and use calculators when appropriate", "understand and use the characteristics of basic calculators to explain and show them in specific problem situations, including rounding", and "four operations are used to solve problems, including problems related to money and measurement, and use calculators when appropriate". In 2000, the American Mathematics Curriculum Standard pointed out that technology should be used in the mathematics plan of preschool-grade 2. Using calculators under the guidance of teachers can help children learn numbers and models, so that they can concentrate on solving problems and test practical applications. Through their own experience and the help of teachers, students will gradually realize when it is more appropriate to use calculators and when it is more effective to calculate by heart. Before K-2 grade, calculators were regarded as tools for "clever calculation and reasonable estimation" in terms of numbers and operation standards: "calculation by various methods and tools, including physical objects, mental calculation, estimation, pen calculation and calculators". In the explanation of the standard of "number sum operation", it is pointed out that "children can develop their sense of numbers by using calculators" and "calculators are also useful tools in value mathematics". In grades 3-5, calculators are also used as tools for "clever calculation and reasonable estimation", but their status has been improved: "Choose appropriate methods and tools for integer operation, including mental calculation, estimation, calculator, pen calculation and so on. And try it according to the specific situation and the nature of calculation. " In the explanation of standard calculation and estimation, it is pointed out that students will frequently use calculators to solve problems at this stage. But sometimes, they also need to hone their mental or written skills without relying on calculators. The goal is to let students use meaningful strategies and some tools (such as calculators) to accurately and effectively calculate reasonable rounded integers in life. Geometric standards consider calculators to be a good tool for exploring geometry. It is pointed out in the standard description that this kind of exploration needs to use some tools, such as coordinate map, ruler module and geometric objects, and electronic tools are particularly useful. Fourth, what aspects should be paid attention to in the process of teaching with calculator? Of course, it must be noted that calculators and computers are just tools. They are used in mathematics, just as word processing is used in literary writers. Mathematics curriculum is based on the mathematics content that students need, not on the training of using new technology. It should also be noted that the use of calculators and computers cannot replace the learning of related algorithms; It's very important to have a certain ability of paper and pencil calculation. The only problem is to put estimation, mental arithmetic, paper-and-pencil calculation, calculator and computer in the proper place. When seeking approximate value, only make estimation; When accurate numerical answers are needed, choose the appropriate way: many problems can be solved by mental arithmetic; Further calculation, if simple, can be done by hand, if complex (such as involving long multiplication and long division), can be done by calculator; If recursive calculation is involved, use a program, use a computer or a programmable calculator to calculate. In grade 3-5, the curriculum standard strengthens the following dual goals: mathematics learning is to understand mathematical ideas, and mathematics learning is also to acquire problem-solving skills and insight. Calculator is an important tool to achieve these goals. However, calculators cannot replace the ability to skillfully combine basic numbers, understand concepts and use effective and accurate calculation methods. Calculators should support these goals by improving and stimulating learning. When students solve a problem involving a large number of or complex calculations, calculators become a tool that can make students pay attention to the problem-solving process. Calculators can also provide a way to emphasize mathematical models and relationships. For example, using a calculator to jump by one tenth or one hundredth emphasizes the relationship between decimals. For example, 4 is one tenth larger than 3.9, and 2.49 is one percent smaller than 2.5. Students of this age should start to develop good strategic habits and decide when to use other calculation methods instead of calculators. Teachers should create opportunities for students to make decisions and judgments according to when and how to use calculators to support learning. Facing the new century, we should emphasize the use of calculators and computers to help all students understand mathematics, and we should prepare them to use mathematics well in the increasingly advanced technical world.