As someone who has never been particularly fond of mathematics, I’ve surprisingly acquired multiple Texas Instruments calculators over the years—at least four or five to be exact. My journey began in high school and continued through college, culminating in an unexpected role as a math tutor. On average, I purchased a new calculator every two years due to loss or theft, which adds up to a significant financial investment. If I had invested that $500 in a mutual fund back in 1988, I can confidently say it would have appreciated substantially. I certainly don’t need a calculator to confirm that.
This brings me to a critical question: Why are we still purchasing TI-83 calculators? We originally bought them as students, and now we’re preparing to buy them for our children two decades later. With the ability to search for “compound interest” online and get instant calculations for free, why should we spend $140 on outdated technology? In an age where computers can fit in tiny accessories, why are students still burdened with a device the size of a cookbook? Simply put, why does Texas Instruments dominate the graphing calculator market?
The reality is that Texas Instruments enjoys a significant monopoly in this niche. As highlighted by journalist Sarah Thompson for Mic, the company’s pervasive presence in U.S. high school mathematics is staggering. The American education system has developed a dependency on TI calculators. They have been so prominently featured in math instruction that it’s challenging to transition students to alternative technologies. This dependency is exacerbated by standardized testing requirements; only specific approved calculators are allowed in exams like the SATs, ostensibly to prevent cheating and maintain integrity. However, during my tutoring experiences, I witnessed students successfully program their TI-83s with formulas and notes.
Moreover, TI employs a network of educators trained to promote their calculators, essentially acting as brand ambassadors. The company also invests heavily in creating large booths at educational conferences. Thompson reports that in the 2013-2014 academic year, Texas Instruments accounted for 93% of all graphing calculator sales in the U.S. They manufacture these devices for a mere $15 to $20, reaping over a 50% profit margin, which makes calculators one of their most lucrative products.
It’s worth noting that there are more affordable alternatives. For instance, Casio offers a graphing calculator for around $50. One educator mentioned that the primary difference between TI and Casio is marketing. However, this issue primarily affects families who struggle to meet basic needs. The requirement for students to purchase a cumbersome, outdated piece of technology for math class and standardized tests could hinder their educational experience. Thompson points out that the collaboration between Texas Instruments, testing organizations, educators, and textbook publishers perpetuates the achievement gap between affluent students and their less privileged peers.
On a positive note, various free apps are emerging as effective tools in educational settings and are gaining popularity among students. Personally, I found that traditional methods—using pencils and paper—enhanced my understanding of math when I was a student, and I’ve observed similar outcomes with my own students. When the time comes, I plan to assist my children with their math studies using No. 2 pencils and graph paper. If they want a nostalgic experience of ’80s technology, they can enjoy listening to a cassette on my Sony Walkman.
In summary, the continued reliance on the TI-83 calculator raises concerns about educational equity and technological advancement. As innovative alternatives become available, it may be time for both educators and parents to reconsider the tools we provide for learning.
Keyphrase: TI-83 calculator dependence
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