| Abacus | Calculator | |
|---|---|---|
| 1 | The child inputs the data, processes the data & the child takes out the output | The child inputs the data, the calculator processes the data and displays the output. |
| 2 | Numbers take the forms of beads, so the child finds it easy to compute using Abacus. | The child presses the button & obtains the answer, but the computation is done by the calculator |
| 3 | The child processes the information & hence knows how to obtain the answer | The calculator processes the information so, the child does not know how the answer is obtained. |
| 4 | When the abacus is removed after some time, the child would have acquired the abacus knowledge to compute mentally by visualizing Abacus. | When the calculator is removed after some time, the child cannot compute without the calculator and is totally at a loss. |
| 5 | Abacus increases self-confidence. | It increases device/gadget dependency |
| 6 | The child acquires skills. | No skills are achieved. |
| 7 | Whole-brain development is achieved due to the interaction of the right & left hemispheres of the brain | Only brain utilization takes place. |
| 8 | The child becomes a winner. | Nothing is achieved. |
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