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Many parents are beginning to demand less technology use in the primary classroom due to the amount of screen time children have at home. This raises the question about whether technology in the classroom helps or stops learning.
We often hear complaints that children have lost the ability to carry out simple calculations (计算) because of the reliance on calculators in primary schools. This is not the case. In fact, calculators are not a significant feature of primary school maths lessons. When calculators are used in primary classrooms, it's usually to help children develop number sense or to study number patterns and relationships. It allows them to apply their knowledge of place value and other number related concepts rather than using a traditional method.
In Australia, the use of digital technologies in the primary maths classroom is not an option. To change the situation, the government has taken measures to make it feasible for teachers to apply technologies in all subject areas. Fortunately, schools have access to more powerful, affordable devices than ever before. These are the same devices that many children have already had access to at home.
In a recent research evaluation of the Matific digital resources, the students found that they enjoyed using the resources on iPads and computers, and went from thinking about maths as something boring to something that is fun to learn. The children also voluntarily started to use their screen time at home to do maths. Pretest and posttest data also showed improved scores.
Many would consider that the use of mobile devices in maths would consist of simple game playing. The appearance of many lowquality apps makes it hard for children to get learning chances. Luckily, there's much that teachers can do and are doing with technology.
Just as the world has changed, the mathematics classroom has also changed. When it comes to technology in the classroom, it's all about balance.
语篇解读：本文是一篇说明文。文章主要介绍了在小学数学学习中引入科技手段的必要性。
1．Calculators mainly help primary students ________.
A．save more time for study
B．finish complex calculations
C．build mathematical concepts
D．practice calculation methods
解析：选C 推理判断题。根据第二段“it's usually to help children develop number sense ... rather than using a traditional method.”可推断，计算器主要帮助小学生们建立数学概念。
2．What does the underlined word in Paragraph 3 mean?
A．Secure. B．Possible.
C．Difficult. D．Stressed.
解析：选B 词义猜测题。根据第三段“the use of digital technologies in the primary maths classroom is not an option. To change the situation ...”可推断，政府已经采取措施让科技在各学科中的应用成为可能，可推测feasible意为“可行的，可能的”。
3．What do we know about the Matific digital resources?
A．They don't contribute to maths results.
B．They are not accessible on mobile phones.
C．They can help reduce children's screen time.
D．They can develop children's interests in maths.
解析：选D 细节理解题。根据第四段“the students found that they enjoyed using the resources ... voluntarily started to use their screen time at home to do maths”可知，Matific数字资源可以帮助培养小学生们对数学的兴趣。
4．What does the text mainly talk about?
A．How to teach primary maths.
B．How to use calculators properly.
C．The problems facing primary education.
D．The role of technology in primary maths.
解析：选D 主旨大意题。本文主要介绍了科技手段在小学生数学学习上的应用情况。
