Definition of Scientific Calculator

Some operations math They are simple and to perform them you only need a mental calculation, a pencil and a paper or a calculator conventional. However, certain more complex mathematical functions can be solved with a more advanced technology, the scientific calculator.

General characteristics

These calculators incorporate the most common functions, such as addition, subtraction, division, or multiplication. In this way it is possible to calculate percentages or proportions through a simple rule of three.

At the top, these calculators incorporate a series of keys with which you can perform different additional functions: operations with fractions, trigonometric functions, derived units, conversion between units (for example, from inches to centimeters), etc. In the case of operations with units of time, it is possible to add hours, minutes and seconds. It is also used in statistical functions, such as the mean or the variance.

In the realm of algebra there are also specific options (for example, linear or first degree equations). On the other hand, these devices already have certain constants of physics and chemistry incorporated and thanks to this it is possible to obtain their value.

This tool is commonly used in procedures mathematical or physical, as well as in all those disciplines associated with science. Obviously, it is a very useful device in the field academic. Scientific calculators currently compete with other alternatives, such as web tools or mobile applications.

Scientific calculators offer obvious benefits, but cannot be used without prior guidance

These devices provide two strategic advantages: they save a lot of time when performing operations and its multiple functions mean a significant decrease in calculations mathematicians. However, to use them correctly it is necessary to use a methodology adequate.

From an educational point of view

The use of scientific calculators in academia is a question that generates a certain debate. For some, it is a valid tool but it should not replace the process of reasoning. In this sense, many teachers defend its use as long as it is complemented with traditional explanations. In other words, it is a useful device when the user knows what operation he is performing. Like any other technological tool, this one makes sense when it supports the process of thought.

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