So first I gave my class the quiz problem: "Compute $\lim_{h\rightarrow $\lim_{h\rightarrow 0} \frac{\frac{1}{3+h} - \frac{1}{3}}{h}$." frac{1}{3}}{h}.$$ Upon finding that they could not do that (no real surprize) I asked them to compute $\frac{1}{3.01}-\frac{1}{3}$ in hopes that they would recognize the kernel of the former problem in the latter, and in hopes of indicating that it is perfectly reasonable for an entering college student to be able to add fractions.

A disturbingly large number of students could not perform the latter arithmetical calculation even though i had made comments about how to add fractions within class.

I imagine my experience is not unique. And I think that the current forum may have a sufficiently large readership to deliver an informed opinion about whether or not calculator use is inhibiting algebraic ability. If it is not the calculator, then what is the cause?

So first I gave my class the quiz problem: "Compute $\lim_{h\rightarrow 0} \frac{\frac{1}{3+h} - \frac{1}{3}}{h}$." Upon finding that they could not do that (no real surprize) I asked them to compute $\frac{1}{3.01}-\frac{1}{3}$ in hopes that they would recognize the kernel of the former problem in the latter, and in hopes of indicating that it is perfectly reasonable for an entering college student to be able to add fractions.

A disturbingly large number of students could not perform the latter arithmetical calculation even though i had made comments about how to add fractions within class.

I imagine my experience is not unique. And I think that the current forum may have a sufficiently large readership to deliver an informed opinion about whether or not calculator use is inhibiting algebraic ability. If it is not the calculator, then what is the cause?