We worked together through loads of questions from past examination papers – pure maths, mechanics and statistics. I made the following observations.

Not once in doing A-level mathematics was he required to do a written calculation, since he always had a calculator to hand. His calculator skills were stunning and showed real mathematical understanding, in terms of processing the steps of a complex calculation in the appropriate order, in selecting the correct function keys and handling brackets, and doing this with speed and accuracy.

More important than written calculation skills were the ability to interpret the calculator answer and checking whether it looked reasonable. Additionally, with a little encouragement from me, he improved markedly in using mental strategies for calculations that could be done more efficiently that way than by resorting to the calculator.

But, I repeat,

*not once*did he use a formal written calculation procedure. Yet, there he was doing advanced level mathematics! If he had had to take his eye off the structure of the problem to do a written calculation it is very likely that he would have lost his grasp on where he was going.

For centuries mathematicians have devised ways of avoiding or reducing the demand of written calculations, simply because they get in the way of the real mathematics and effective problem-solving, and take up too much of your precious time. So, we had Napier's bones, and logarithm tables and slide rules, and so on. Now we have modern technology, so please let's give younger children the chance to use it and start doing real mathematics.