I find it quite funny that certain models are banned due to the ability for them to carry out certain functions; surely education should be considered training for professionalism - and what engineer (for example) would refuse a calculator on the basis that he might be able to do it in his head?
We've invented the technology to do the sums for us - modern mathematics should teach us how to do it, why it works (including how to do it) and we should be tested on our ability to use the tools available to calculate the answer.
I use an FX-991ES P, and it's not banned. But I can solve algebraic, simultaneous and even logarithmic equations without any rearranging. It goes straight in from the exam question.
But the exam question might be worth say 4 marks. Maybe if I tap it in, get an answer, I'll get 1 mark.
Why does that make sense? In the real world, solutions matter - not each stage of getting to the solution (unless you're running back through because you made a mistake) - so why is education for he real world no based on practices that are practiced (hmm) in the real world?
I could go on and on - and the point of course extends well beyond the use of calculators, in all subjects education should follow the practice of industry: it may be expensive but it's damn worth it if we'd like to continue to be a nation with some of the most outstanding scientists, engineers, and academics.
Calculators is the worst sin though. Why not use what's there?
Perhaps I'll borrow a sine rule from my dad - or my mum's abacus - to use in the exams in January.