Many researchers have noted that teachers are critical to the intelligent use of calculators in schools and therefore will need well-designed support to ensure that calculators are used appropriately. Part of this support will take the form of professional development of various types, but it will also be necessary to develop materials suited to the needs of teachers in classrooms. As suggested by Kissane (2003), teachers need to be confident users of technology themselves before they can effectively help their students, so the early stages of professional development for teachers may need to focus on developing skills with a calculator, before expect teachers to take the adventurous step of using them in the classroom. A second step could involve the production of exemplary materials, well tested in local schools and deemed suitable for the local curriculum, to assist teachers in helping students in their class make good use of calculators for learning. Schools have an important role in ensuring that students become familiar and confident with modern computer-based mathematical tools. This will ensure that students who leave school become useful members of society as these tools are increasingly used in the workplace. The use of physical and digital equipment, software and calculators in assessments is supported by the Organization for Economic Co-operation and Development (OECD) in the Program for International Student Assessment (PISA) (n.d., 2010). We recommend using calculators only when students understand the fundamental properties and concepts of mathematics. When students are allowed to use calculators when tackling problem solving concepts, it provides them… half the paper… of understanding, reasoning, and applying mathematics. Teachers should incorporate the use of calculators into assessment. activity. It is important for teachers to monitor how students use calculators to enhance the learning of mathematical concepts and properties. Senior phase mathematics students need to be introduced to graphing calculators as they will be useful throughout high school and tertiary education. The calculator should be used only when the result of the evaluation is not the arithmetic but the final value required. For example, when students are assessed on surface area and volume, the use of calculators will be an appropriate tool for solving problems since the formula is the assessed result (n. d, 2004). Students' problem-solving skills improved when calculator use was allowed during assessment (Ellington, 2003).