Math Department Votes to Remove Calculator Requirement

The Mathematics Department will no longer require students to purchase handheld graphing calculators starting in the 2019–2020 school year, allowing them the freedom to choose what device to use.

The department passed this policy after much deliberation regarding its implications towards standardized testing as well as the current Exeter mathematics curriculum, which often requires graphing calculators. Under the current policy, students must bring their own handheld graphing calculator to class. The Mathematics Department recommended the TI-Nspire CX CAS calculator. Under the new policy, students would be allowed to employ the calculating technology of their choice.

According to Math Department Chair Gwynneth Coogan, the new policy was created to reduce the necessity for technological adeptness. “Many students and teachers are using other forms of technology in the classroom, and while the TI-Nspire is an amazingly capable device, continuing to require students to own and use that hand-held device when they are also using other devices seems to emphasize device use over mathematics work,” Coogan said.

Although the details regarding the implementation of the policy have yet to be finalized, the department is looking toward providing classrooms with sets of scientific calculators. The department is looking for ways to supply teachers with graphing calculators as well. “If a teacher wants to use a TI-Nspire in a classroom, we are going to figure out how to make sure they can do that so that the students can have access to that graphing calculator,” Coogan said.

Math Instructor Panama Geer voted in favor of this policy—for her, it addresses the important issue of equity. Currently, Geer restricts the use of graphing calculators on tests, providing each student with the same scientific handheld calculator so they are evaluated purely based on math skills. “Some calculators can do algebra while some can’t,” Geer said. “The kid who has the fanciest calculator could bring that to the test while another kid may have to bring a second-hand, mid-level calculator instead. That didn’t feel fair.”

The issue did not have to do with students needing to buy expensive calculators, since those on financial aid have the ability to purchase TI calculators with the stipend. “The equity issue of the calculators in my mind is not about affordability. We wanted to level the playing field between the technology,” Geer clarified.

Additionally, Geer noted that students were already using technology other than the recommended TI-Nspire. “While we require TI-Nspire, there are a lot of students who are bringing other technology, and with the steep learning curve, TI-Nspire wasn’t being used as universally like the previous model [TI-89] was,” Geer said. Prior to the current policy, every student was required to purchase a TI-89 until Texas Instruments stopped producing the model.

The department must now restructure the way in which students learn how to use graphing calculators for standardized testing, such as SAT or AP exams. Several alternatives have been suggested during department meetings, including a crash course on calculators or classes tailored to acquainting students with calculators.

Prep Jacob David, currently enrolled in the 31X math course, was wary of the change, arguing that the issue of availability could be solved through other alternatives. “I don't think that changing that rule will really change anything. [Now] they say you have to buy a graphing calculator, but people just borrow their friends',” he said.

David expressed his concern that many students may become reliant instead on online graphing devices, such as Desmos, that are not allowed in standardized testing. “You can use a graphing calculator on the SATs and in any situation, it is accessible,” David said. “There is not going to be a situation where people are going to have Desmos, but not a graphing calculator.”

Other students reacted positively to this change. Prep Sophie Fernandez explained how the graphing calculators’ smaller screens and elaborate functions make them harder to use. She named Desmos as a much more efficient calculating device. “For me, Desmos is a lot easier to use… Graphing calculators can be really complicated,” she said.

Fernandez said that she and her classmates use graphing calculators to verify simple calculations instead of plotting graphs. “We don’t use graphing calculators for graphing purposes,” she said. “We use it only for algebra and we do everything else on Desmos.”

Despite conflicting student reactions, the modified calculator policy was established under the department’s efforts to improve student experiences by alleviating the stress behind the devices that students bring to the classroom.