LSAT 121 – Section 1 – Question 07

LSAT 121 - Section 1 - Question 07

December 2005

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Question
QuickView		 Type Tags Answer
Choices		 Curve Question
Difficulty		 Psg/Game/S
Difficulty		 Explanation
PT121 S1 Q07
+LR
Strengthen +Streng
Net Effect +NetEff
Value Judgment +ValJudg
A
1%
155
B
0%
156
C
89%
164
D
2%
155
E
8%
159
126
138
150
 +Easier 145.604 +SubsectionMedium

Enthusiasm for the use of calculators in the learning of mathematics is misplaced. Teachers rightly observe that in some cases calculators enable students to focus on general principles rather than the tedious, largely rote calculations that constitute the application of these principles. But principles are more likely to be remembered when knowledge of them is grounded in habits ingrained by painstaking applications of those principles. The very fact that calculators make calculation easier, therefore, makes it reasonable to restrict their use.

Summarize Argument
The author concludes that it is reasonable to restrict the use of calculators because they make calculations easier. While easier calculations lets students focus on mathematical principles instead of the process of applying them, engaging in the application process actually helps students remember the principles. This supports the sub-conclusion that support for calculators as a tool for learning math is misguided.

Notable Assumptions
The author assumes that ensuring students remember mathematical principles is more important than a simple learning process. In other words, increasing the likelihood that students remember the principles is worth complicating the learning process.

A
Some students who know how to use calculators also thoroughly understand the mathematical principles that calculators obey.
This does not affect the argument. The author argues that not using calculators increases the likeliness of students remembering the principles—the argument isn’t about whether they understand them.
B
Slide rules, which are less technologically sophisticated analogues of calculators, were widely used in the learning of mathematics several decades ago.
This does not affect the argument. The fact that slide rules were used several decades ago to learn math does not tell us about the advantages or disadvantages of using calculators when learning mathematical principles.
C
It is much more important that students retain the knowledge of general principles than that this knowledge be easily acquired.
This strengthens the argument by supporting the author’s assumption that students’ ability to remember mathematical principles is a higher priority than an easier learning process.
D
Habits that are acquired by laborious and sometimes tedious practice are not as valuable as those that are painlessly mastered.
This weakens the argument. It attacks the author’s assumption that there is value in the laborious process of applying mathematical principles (i.e., by increasing students’ retention of the material). Instead, it says easily-acquired habits are more valuable.
E
Teachers’ enthusiasm for new educational aids is often not proportional to the pedagogical effectiveness of those devices.
This does not affect the argument. The author’s argument is not about teachers’ enthusiasm, but about the reasonableness of restricting calculator use. We are looking for an answer choice that strengthens the idea that restricting calculator use is reasonable.

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LSAT PrepTest 121 Explanations

Section 1 - Logical Reasoning

Section 2 - Reading Comprehension

Section 3 - Reading Comprehension

Section 4 - Logical Reasoning

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