By encountering a variety of contexts and tasks, learners have opportunities to develop and apply thinking strategies that support and complement learning the basic facts. Furthermore, if students are to be wise users of technology, they must have a sense of whether computational results are reasonable rather than simply accept computer or calculator output. With the availability of technology, learners are faced with deciding when the use of technology is appropriate. The proper instructional use of technology does not paralyze learners but in reality liberates learners so that they can focus on the essence of a problem. Technology is also used to build computation skills in the context of solving problems and examining patterns as learners engage in meaningful, relevant tasks.
Nothing can be farther from the truth.
If a problem requires an estimate rather than an exact result, a reasonable estimate is good enough. However, if a problem requires an exact answer, being almost correct is wrong. This feature is a strength not a weakness because different learners bring different perspectives to solving problems. Only one right way exists to teach mathematics. This statement is not true.