A curricular “war” has long raged between those who believe that students must be taught to memorize certain basic math skills and those who feel that the focus should be on deeper conceptual mathematical knowledge and insights. Epitomizing this struggle is the debate over the role of calculators in the class‑ room. With the onset of the CCSS‑M, the arguments continue. Crary and Wilson (2013) say that the math wars are really battles over a progressive reform agenda in math education. Does the ready availability of calculators in classrooms mean that children no longer need to spend time memorizing math facts, the mathematical algorithms, and multiplication tables? What evidence can you cite that helps define an appropriate role for calculators with young children?