Article

A Meta-Analysis of the Effects of Calculators on Students' Achievement and Attitude Levels in Precollege Mathematics Classes

November 2003
Journal for Research in Mathematics Education 34(5)

Authors:

The findings of 54 research studies were integrated through meta-analysis to deter- mine the effects of calculators on student achievement and attitude levels. Effect sizes were generated through Glassian techniques of meta-analysis, and Hedges and Olkin's (1985) inferential statistical methods were used to test the significance of effect size data. Results revealed that students' operational skills and problem-solving skills improved when calculators were an integral part of testing and instruction. The results for both skill types were mixed when calculators were not part of assessment, but in all cases, calculator use did not hinder the development of mathematical skills. Students using calculators had better attitudes toward mathematics than their noncal- culator counterparts. Further research is needed in the retention of mathematics skills after instruction and transfer of skills to other mathematics-related subjects.

Handheld calculators as tools for students’ learning of algebra

Article

Full-text available

Jun 2009

Per-Eskil Persson

What evidence can be found in recent research literature of the potential positive or negative effects of using graphic calculators (GC) and symbolic calculators (CAS) in mathematics education? The focus of this literature review is the use of handheld calculators and their effect on algebra learning, with theoretical backgrounds for the use of this type of technology in classroom practice. Special attention is given to three areas: students’ conceptions of literal symbols and of algebraic expressions, fundamental for their ability to work with algebra; functional and modelling approaches, both important for students’ view of algebra as a useful tool in problem solving; and approaches within CAS, which put special demands for changes in educational methods. Results of some recent meta-studies, based on a relatively large number of research papers and reports, are also discussed, as well as the importance of students’ and teacher’s beliefs. Common results are compiled and synthesised for a formulation of some important implications for teaching and pre-service teacher education.

Boşanmanın Öğrenciler Üzerindeki İzleri: Sınıf Öğretmenlerinin Perspektifinden

Article

May 2024

Hilal UĞRAŞ

Bu araştırma, ebeveynlerinin boşanmasının çocuklar üzerindeki etkilerini sınıf öğretmenlerinin görüşleri aracılığıyla belirlemeyi amaçlamaktadır. Araştırma, nitel araştırma yöntemlerinden olgu bilim deseni kullanılarak gerçekleştirilmiştir. Araştırmanın çalışma grubunu, 2023-2024 eğitim öğretim yılında Türkiye'nin bir şehrinde, çeşitli devlet okullarında görev yapan yirmi sekiz sınıf öğretmeni oluşturmaktadır. Katılımcılar amaçlı örnekleme yöntemi ile belirlenmiştir. Veriler, yarı yapılandırılmış görüşme formları aracılığıyla toplanmış ve içerik analizi yolu ile betimlenmiştir. Araştırma bulgularına göre, ebeveynleri boşanmış öğrencilerin sınıf içindeki davranışlarında oluşan farklılıklar, ebeveynlerinin boşanmasının öğrencilerin akademik performansları üzerindeki etkisi, ebeveynlerinin boşanmasının öğrencilerin sosyal ilişkilerine etkisi, ebeveynleri boşanmış öğrencilere yönelik okulda uygulanan destek programları ve ebeveynleri boşanmış öğrenciler için faydalı olabilecek destek ve kaynaklar olmak üzere beş ana tema belirlenmiştir. Araştırma sonuçları, ebeveynlerinin boşanma sürecinden öğrencilerin sosyal, davranışsal, ekonomik ve psikolojik açılardan olumsuz olarak etkilediklerini göstermektedir. Ebeveynlerinin boşanmasının öğrenciler üzerindeki bu olumsuz etkilerini en aza indirmek amacı ile okullarda sağlanabilecek destek ve kaynakların geliştirilmesi konusunda sınıf öğretmenlerine rehberlik yapacak önerilerde bulunulmuştur.

Improving Mathematics in Key Stages Two and Three: Evidence Review

Article

Mar 2018

This document presents a review of evidence commissioned by the Education Endowment Foundation to inform the guidance document Improving Mathematics in Key Stages Two and Three (Education Endowment Foundation, 2017). There have been a number of recent narrative and systematic reviews of mathematics education examining how students learn and the implications for teaching (e.g., Anthony & Walshaw, 2009; Conway, 2005; Kilpatrick et al., 2001; Nunes et al., 2010). Although this review builds on these studies, this review has a different purpose and takes a different methodological approach to reviewing and synthesising the literature. The purpose of the review is to synthesise the best available international evidence regarding teaching mathematics to children between the ages of 9 and 14 and to address the question: what is the evidence regarding the effectiveness of different strategies for teaching mathematics? In addition to this broad research question, we were asked to address a set of more detailed topics developed by a group of teachers and related to aspects of pupil learning, pedagogy, the use of resources, the teaching of specific mathematical content, and pupil attitudes and motivation. Using these topics, we derived the 24 research questions that we address in this review. Our aim was to focus primarily on robust, causal evidence of impact, using experimental and quasi-experimental designs. However, there are a very large number of experimental studies relevant to this research question. Hence, rather than identifying and synthesising all these primary studies, we focused instead on working with existing meta-analyses and systematic reviews. This approach has the advantage that we can draw on the findings of a very extensive set of original studies that have already been screened for research quality and undergone some synthesis. Using a systematic literature search strategy, we identified 66 relevant meta-analyses, which synthesise the findings of more than 3000 original studies. However, whilst this corpus of literature is very extensive, there were nevertheless significant gaps. For example, the evidence concerning the teaching of specific mathematical content and topics was limited. In order to address gaps in the meta-analytic literature, we supplemented our main dataset with 22 systematic reviews identified through the same systematic search strategy.

Mathematics Proficiency and Student Attitudes: A Comparative Examination of First-Year Students in A Higher Education Institution

Article

Apr 2025

Rachel Lacio

This study aimed to assess first-year students' mathematics proficiency and attitudes at La Consolacion College, Liloan, Cebu, Inc., during the academic year 2024-2025 as a basis for an action plan. Specifically, it examined students’ confidence, motivation, value, and enjoyment in mathematics and proficiency levels. Employing a descriptive-comparative research design, the study involved 62 respondents across three academic programs. Data were gathered using a Mathematics Proficiency Test and a Survey Questionnaire on Attitudes Toward Learning Mathematics. Statistical tools such as frequency count, percentage, weighted mean, and one-way analysis of variance (ANOVA) were utilized to analyze the data. The findings revealed that most students were at the 'Developing' proficiency level (38.71%), with only 3.23% reaching the 'Advanced' level. Attitudes toward mathematics were predominantly neutral for confidence, motivation, and enjoyment, while value was rated positively. No significant differences in attitudes or proficiency were observed across programs. The hypothesis tests confirmed that neither attitudes nor proficiency varied significantly when grouped by academic program. The study concluded that low proficiency levels and neutral attitudes toward mathematics highlight the need for targeted interventions. Recommendations include implementing tutoring programs, workshops, and mentorship to improve proficiency, fostering positive attitudes through interactive learning strategies, and enhancing resource accessibility. Regular assessments and curriculum adjustments are also proposed to ensure sustained progress. This research underscores the importance of a supportive learning environment and tailored educational strategies to improve mathematics proficiency and engagement.

Disertacion Doctoral Completa 4 mayo 08

Thesis

Full-text available

May 2008

Jaime Abreu

1 CAPÍTULO I INTRODUCCIÓN El mundo está cambiando, la sociedad en la cual los estudiantes entrarán en la próxima década será dramáticamente diferente a la actual. El mundo del trabajo actual está lleno de nuevas exigencias y demandas. Las computadoras y las nuevas tecnologías de la información están transformando la forma en la que la humanidad hace negociosos Hiebert, 1992). Las destrezas y habilidades que son requeridas en el mundo actual para ser exitoso en todos los aspectos de un ser humano cambian y se modifican constantemente. Los estudiantes necesitan métodos y estrategias para resolver problemas que estén adaptadas a las nuevas situaciones de nuestra sociedad (Lampert, 1991). No existe una disciplina donde esta última afirmación sea más crítica que en las matemáticas. De acuerdo con Hiebert, los estudiantes no podrán adaptar estrategias y métodos para resolver problemas si no aprenden matemáticas con significado. Aprender matemáticas con significado ofrece una gran ventaja a los estudiantes, ya que los capacita para ser más flexibles y adaptar lo aprendido a situaciones nuevas. Las aplicaciones matemáticas comprenden todos los campos del saber humano, materias tales como física, química, ciencias de cómputos, finanzas y economía, entre otras, tienen pocas posibilidades de desarrollarse sin las matemáticas. La gran utilidad de las matemáticas permite que las mismas sean prácticamente imprescindibles en la actualidad y que sus aplicaciones tiendan a incrementarse cada día más en el mundo moderno en que vivimos; nuestro entorno se puede describir utilizando sistemas matemáticos formales. La sociedad moderna es el producto de transformaciones en escenarios económicos y tecnológicos que hubiesen sido poco viables si el conocimiento matemático no estuviese a la altura de ser aplicado en estos contextos. Los conocimientos matemáticos son vitales en la educación 2 general, científica y humanística. Este último argumento hace de la educación matemática un campo que requiere, investigación y estudios dirigidos al análisis de los procesos de pensamiento de los estudiantes cuando aprenden matemática. Las matemáticas tienen la capacidad de describir con gran precisión los fenómenos físicos que rodean nuestro mundo. Es realmente sorprendente cómo la matemática, la cual es un producto de la mente humana, puede ajustarse en la predicción de aspectos del mundo real. Esto hace que el estudio de los procesos por los cuales la mente humana construye modelos matemáticos, sea uno de los nuevos retos que enfrenta la investigación en matemática educativa en la sala de clases. La educación en matemática tiene como objetivo primordial mejorar el entendimiento de los conceptos matemáticos que tienen los estudiantes. Los conceptos por su estructura poseen distintos niveles de abstracción, por lo que su entendimiento está relacionado con el nivel de desarrollo cognoscitivo del aprendiz. De acuerdo con el informe realizado por el Programa Internacional para el Assessment de los Estudiantes (PISA, por sus siglas en inglés, 2003) la capacidad del individuo para identificar y entender el rol que las matemáticas juegan en su mundo, hacer juicios bien fundamentados y aplicar las matemáticas a su diario vivir representan las características de un individuo que puede ser reflexivo con su conocimiento conceptual. Los mecanismos que contribuyen a realizar estas reflexiones matemáticas son variados y la tecnología es un elemento que viene a estar presente en estos últimos años. Una de estas tecnologías que acompaña los estudiantes en el salón de clases es la calculadora gráfica. De acuerdo con Martín, Mullis, González y Chrostowski (2004) en el informe realizado por el Tercer Estudio Internacional en Matemáticas y Ciencias (TIMSS, por sus siglas en inglés, 1999) reveló que cerca del 90% de los estudiantes tienen acceso a la calculadora en los Estados Unidos, los otros países que ofrecen acceso a la calculadora en el 3 salón de clases los son Australia, Bélgica, Canadá, La República Checa e Inglaterra, entre otros. El informe del TIMSS también reveló que aunque los estudiantes tienen acceso a la calculadora en estos países, los maestros restringen su uso en algunos temas o tópicos particulares. Los temas o tópicos donde los maestros de distintos países no permitieron el uso de la calculadora varió y las justificaciones para prohibir el uso de la calculadora estuvo basada en especulaciones y no en evidencia empírica sustentada en investigaciones. El informe del TIMSS (1999) recomienda realizar assessment profundo sobre el uso de la calculadora en el salón de clases. Según Schoenfeld (2006) la enseñanza de matemáticas requiere de conocimiento pedagógico del contenido. Señala Schoenfeld que el conocimiento pedagógico del contenido tiene que estar relacionado con el contenido de la matemática y el conocimiento que tiene el maestro de las preguntas que se formulan los estudiantes para poder aprender matemáticas. Este conocimiento lo posee el maestro o educador como parte de los años de experiencia, por otro lado, este conocimiento puede adquirirse mediante el estudio de investigaciones que generen conocimiento pedagógico del contenido. La noción de conocimiento pedagógico del contenido la incorpora a la literatura Shulman (1986), desde ese momento está de manifiesto la

Parental Lower-Income and Monetary Investment: Direct and Indirect Relation with Math Achievement during Third Grade in Bangladesh

Preprint

Full-text available

Nov 2022

Emaj Uddin

Drawing from the family investment model we examined parental monetary investments in essential math materials and math tutoring as mediators of the association between lower-income and math achievement during third grade. Data were collected from Bangladeshi third-graders (N = 1150, Mage = 8.01 at baseline, 52.00% boys) and their mothers during the course of 12 months. Results from SEM suggested that there were significantly positive and direct relations between lower-income, fewer monetary investments, and poor math outcomes in grade 3, after accounting for child and maternal characteristics. Although all significantly estimated mediating pathways from lower-income to poor math outcomes were decreased by 30%, fewer parental monetary investments in number word-book, paper-book, pen-pencil box, and math tutoring than in calculator and geometry box explained a greater amount of variance in the associations of lower-income with poor math achievement, after accounting for control variables. Future directions for research and policy implications are discussed.

Using sequence mining to study students’ calculator use, problem solving, and mathematics achievement in the National Assessment of Educational Progress (NAEP)

Article

Nov 2022
COMPUT EDUC

Using appropriate tools strategically to aid in problem solving is a crucial skill identified in K-12 mathematics curriculum standards. As more assessments transition from paper-and-pencil to digital formats, a variety of interactive tools have been made available to test takers in digital testing platforms. Using onscreen calculators as an example, this study illustrates how process data obtained from student interactions with a digitally-based large-scale assessment can be leveraged to explore how and how well test takers use interactive tools and unveil their mathematical problem-solving processes and strategies. Specifically, sequence mining techniques using the longest common subsequence were applied on process data collected from a nationally representative sample who took the National Assessment of Educational Progress (NAEP) mathematics assessment to examine patterns of eighth-grade students’ calculator-use behaviors and the content of calculator input across a series of items. Sequences of keystrokes executed on the onscreen calculator by test takers were compared to reference sequences identified by content experts as proficient and efficient use to infer how well and how consistently the calculator was used. Results indicated that calculator-use behaviors and content differed by item characteristics. Students were more likely to use calculators on calculation-demanding items that involve intensive and complex computations than on items that involve simple or no computation. Using the calculator on more calculation-demanding items and using it in a manner that is more efficient and more similar to reference sequences on these items were related to higher mathematical proficiency. Findings have implications for assessment design and can be used in educational practices to provide educators with actionable process-related information on tool use and problem solving.

Students' Learning Outcomes on Circle Equations Through Desmos Graphing Calculator

Article

Jan 2025

Graphical representations of mathematical equations, particularly circle equations, play a crucial role in conceptual learning. This study investigated the effect of the Desmos Graphing Calculator (DGC) application on students' test scores in circle equations, assessed the significance of the differences in scores before and after using the application, and explored students' experiences with the tool. Utilizing a one-group pretest-posttest design, the research employed both quantitative and qualitative methods. The test instrument demonstrated a reliability value of 0.85, involving 50 student participants from the Integrated Laboratory Science High School at Mindanao State UniversityMaguindanao. Data analysis was performed using the Wilcoxon Signed Ranks Test. The results revealed 0 Negative Ranks, 50 Positive Ranks, and 0 Ties, indicating that no students scored higher before the intervention, while all students achieved higher scores afterward, with no ties in scores. The pretest mean score was 8.18, which increased to a posttest mean score of 28.52, yielding a Z value of -6.157 and a p-value of .000. This indicates a significant improvement in students' test scores following the use of the application. Additionally, qualitative feedback from students highlighted the effectiveness of the DGC in enhancing their understanding of circle equations. Overall, the findings suggest that the DGC is an effective tool for enhancing student performance in understanding circle equations.

Modeling Changes in Individuals' Cognitive Self-Esteem With and Without Access To Search Tools

Preprint

Jan 2025

Search engines, as cognitive partners, reshape how individuals evaluate their cognitive abilities. This study examines how search tool access influences cognitive self-esteem (CSE)-users' self-perception of cognitive abilities -- through the lens of transactive memory systems. Using a within-subject design with 164 participants, we found that CSE significantly inflates when users have access to search tools, driven by cognitive offloading. Participants with lower initial CSE exhibited greater shifts, highlighting individual differences. Search self-efficacy mediated the relationship between prior search experience and CSE, emphasizing the role of users' past interactions. These findings reveal opportunities for search engine design: interfaces that promote awareness of cognitive offloading and foster self-reflection can support accurate metacognitive evaluations, reducing overreliance on external tools. This research contributes to HCI by demonstrating how interactive systems shape cognitive self-perception, offering actionable insights for designing human-centered tools that balance user confidence and cognitive independence.

Navigating the use of Publicly available Artificial Intelligence Platforms in Tertiary Education

Thesis

Full-text available

Jan 2025

Dirk Coetzee

This doctoral dissertation explores the ethical and moral implications of using publicly available artificial intelligence (AI) platforms in tertiary education. Employing a mixed-methods approach, it combines qualitative interviews with students and lecturers and a quantitative survey involving 391 participants across global tertiary institutions. The research investigates five key questions: the permissibility of AI use, existing institutional regulations, user awareness, AI’s impact on academic integrity, and the essential ethical guidelines for responsible AI integration. The findings reveal significant disparities in regulation awareness and the need for clear, consistent policies to safeguard educational values while embracing technological advancements. Notably, lecturers and non-digital natives demonstrate higher regular AI use than digital-native students, emphasizing the evolving landscape of technology adoption in education. Regional differences also highlight the necessity for context-specific guidelines. The study underscores the importance of ethical oversight, data privacy, and maintaining academic integrity amid rapid technological advancement. It advocates for continuous institutional adaptation, emphasizing collaborative policymaking and stakeholder education to mitigate misuse while maximizing AI’s educational potential. This research contributes to the broader discourse on the responsible integration of emerging technologies in educational settings and provides insights for policymakers, educators, and institutions aiming for equitable and ethical AI use in academia.

Pre-Service Teachers' Perceptions and Utilisation of ChatGPT in Higher Institutions using UTAUT Theory: Evidence from an Emerging Economy

Article

Full-text available

Nov 2024

ChatGPT is a valuable tool for students, aiding in linguistic support, idea clarification, and quick material retrieval. However, issues like data security, privacy, and reliance on technology remain concerns. This study explored Nigerian pre-service teachers' perceptions and use of ChatGPT as it gains traction in education. Using a descriptive research method, data were collected via questionnaires from 450 pre-service teachers at two Nigerian colleges, selected through purposive sampling. Findings showed mixed feelings towards ChatGPT, with accessibility, response quality, and individual preferences as key factors shaping perception. Many pre-service teachers used ChatGPT as a supplementary study tool, though its reputation as a time-saver does not significantly influence their usage decisions. This study provided valuable insights for Nigerian educators and policymakers, underscoring the importance of personalised strategies to optimise ChatGPT's benefits while addressing limitations. Enhancing digital literacy and providing support services are essential steps in bridging the digital divide and fostering effective technology integration in education.

Pre-Service Teachers' Perceptions and Utilisation of ChatGPT in Higher Institutions using UTAUT Theory: Evidence from an Emerging Economy

Article

Full-text available

Nov 2024

Pre-Service Teachers' Perceptions and Utilisation of ChatGPT in Higher Institutions using UTAUT Theory: Evidence from an Emerging Economy

Article

Full-text available

Nov 2024

ABSTRACT: ChatGPT is a valuable tool for students, aiding inlinguistic support, idea clarification, and quick material retrieval.However, issues like data security, privacy, and reliance ontechnology remain concerns. This study explored Nigerian pre-service teachers' perceptions and use of ChatGPT as it gainstraction in education. Using a descriptive research method, datawere collected via questionnaires from 450 pre-service teachersat two Nigerian colleges, selected through purposive sampling.Findings showed mixed feelings towards ChatGPT, withaccessibility, response quality, and individual preferences as keyfactors shaping perception. Many pre-service teachers usedChatGPT as a supplementary study tool, though its reputation asa time-saver does not significantly influence their usage decisions.This study provided valuable insights for Nigerian educators andpolicymakers, underscoring the importance of personalisedstrategies to optimise ChatGPT’s benefits while addressinglimitations. Enhancing digital literacy and providing supportservices are essential steps in bridging the digital divide andfostering effective technology integration in education.KEYWORDS: Artificial intelligence, ChatGPT, Emergingeconomy, Higher education, Pr (PDF) Pre-Service Teachers' Perceptions and Utilisation of ChatGPT in Higher Institutions using UTAUT Theory: Evidence from an Emerging Economy. Available from: https://www.researchgate.net/publication/386143050_Pre-Service_Teachers%27_Perceptions_and_Utilisation_of_ChatGPT_in_Higher_Institutions_using_UTAUT_Theory_Evidence_from_an_Emerging_Economy [accessed Nov 26 2024].

The Impact of Introducing Scientific Calculators to Junior High School Graduates on Their Academic Performance in Mathematics

Article

Full-text available

Nov 2024

Scientific calculators are commonly and widely used tools in senior high schools, offering students the ability to perform mathematical calculations faster and more efficiently. This study aimed to investigate the Impact of Scientific Calculators usage on Junior High School graduates Performance in Mathematics. The study was purely quantitative hence data was collected through survey questionnaires and a mathematics achievement test. The study's accessible population size and sample size consisted of 280 and 162 respectively. The sample of 162 students was selected using a systematic random sampling method. Data collected were analysed using descriptive statistics, a simple linear regression model, and a paired sample t-test. The study found a significant difference in students' test scores before and after the use of scientific calculators, t (162) = 17.199, p < .001, leading to a rejection of the null hypothesis. Additionally, a significant correlation was found between calculator usage and students' achievement test scores, F (162) = 24.614; p < .001. Based on these findings, the study recommended that the Ghana Education Service consider allowing and granting permission to schools to incorporate the use of scientific calculators into the teaching and learning of mathematics at the junior high level. This would enhance students' mathematics learning and academic performance. Furthermore, teachers at the senior high school level should introduce enrolled junior high school graduates in Form One to the proper and efficient use of scientific calculators. Students should be taught how to use calculators to solve simple mathematical questions, which would facilitate effective teaching and learning of mathematics.

Effects of student-owned and provided mobile devices on mathematical modeling competence: investigating interaction effects with problematic smartphone use and fear of missing out

Article

Full-text available

Mar 2024

Introduction Nowadays, more and more digital resources are used in modern mathematical modeling classes. In order to access these resources, students need a suitable digital device—often mobile devices are used for this purpose. There are several concepts to enable students access to such devices. For example, students can be allowed to use their self-owned devices [Bring Your Own Device (BYOD) concept] or teachers can hand out school-owned devices to their students [device pool (pool) concept]. Currently, little is known about possible effects of different mobile device access concepts on student learning. Hence, in this study, we investigated their effects on students’ mathematical modeling competence. In doing so, we also considered an interaction between the access concept and the effects of (a) students’ problematic smartphone use and (b) students’ fear of missing out on learning mathematical modeling. Method To this end, we conducted an experiment, measured students’ mathematical modeling competence as the outcome variable, and analyzed data of 263 German students in grades 8 and 9 using a multilevel model. In the experiment, students were randomly assigned to one of two study conditions and completed a mathematics modeling workshop. In the BYOD condition, students utilized their self-owned smartphones to work on the workshop tasks, whereas in the pool condition, students utilized institutionally provided smartphones. Results As a main finding, our results showed an interaction effect between the mobile device access concept and students’ problematic smartphone use on their competence (β = −0.24, 95% CI [−0.47, −0.01]). Students utilizing their self-owned smartphones were negatively affected by their problematic smartphone use (B = −1.45, 95% CI [−2.45, −0.46]), whereas students utilizing provided smartphones were not affected (B = 0.04, 95% CI [−1.01, 1.09]). Students with maximal problematic smartphone use achieved higher competences when utilizing provided devices (BBYOD−Pool = −1.20, 95% CI [–2.35, –0.05]). Discussion Our study demonstrates the importance of thinking about effects of student-owned and provided digital devices on mathematics learning. Finally, we discuss (a) that our results do not reveal a general preferability for one of the two access concepts, as well as (b) the relevance of student characteristics when choosing an access concept.

What teachers know about integrating technology to enhance students’ mathematical creative thinking?

Conference Paper

Jan 2024

Mathematics teachers’ knowledge in using dynamic geometry software (DGS) based on the TPACK framework

Conference Paper

Full-text available

Jan 2024

The use of on-screen calculator as a digital tool in technology-enhanced items

Article

Full-text available

Dec 2023

In this study, the effect of using on-screen calculators on eighth grade students’ performance on two TIMSS 2019 Problem Solving and Inquiry Tasks items considered as examples of technology-enhanced items administered on computers was examined. For this purpose, three logistic regression models were run where the dependent variables were giving a correct response to the items and the independent variables were mathematics achievement and on-screen calculator use. The data of student from 12 countries and 4 benchmarking participants were analyzed and some comparisons were made based on the analyses. The results indicate that using on-screen calculators is positively associated with higher odds of giving correct responses for both items above and beyond students’ mathematics achievement scores. The results of this study promote the inclusion of on-screen calculator as a digital tool in technology-enhanced items that require problem solving.

THE ROLE OF SCIENTIFIC CALCULATORS IN IMPROVING STATISTICS LEARNING

Article

Full-text available

Aug 2023

In its development, Business Statistics has used several types of technology to facilitate the learning process for students, such as statistical software, spreadsheets, calculators, multimedia materials, and data repositories. The calculator includes computer technology with a simple version but allows students to experience an active learning process. Thus, the calculator media was chosen as the main learning media in business statistics courses, including in evaluating student abilities. Therefore, this study aims to determine the effectiveness of using calculators in Business Statistics courses. The research was conducted using a mix method, namely qualitative (questionnaire) and quantitative (experimental). The results showed that there was an increase in the average value of Simple Linear Regression for groups of students who used statistical applications on calculators compared to groups who did not use calculators. Based on the results of the questionnaire and suggestions, it was found that 87.7% of students considered it easy to understand the Business Statistics application questions, when using the statistical application on a calculator. Suggestions made by students were the availability of guidelines for using statistical calculator applications for practice, and the availability of calculators in the research laboratory that students could use for practice

Why technical solutions for detecting AI-generated content in research and education are insufficient

Article

Full-text available

Jul 2023

Jahna Otterbacher

Artificial intelligence (AI)-generated content detectors are not foolproof and often introduce other problems, as shown by Desaire et al. and Liang et al. in papers published recently in Patterns and Cell Reports Physical Science. Rather than “fighting” AI with more AI, we must develop an academic culture that promotes the use of generative AI in a creative, ethical manner.

Student perceptions of knowledge management and institutional readiness for online classes amid Covid-19 pandemic

Article

Full-text available

Jul 2023

Higher education has undergone substantial digital change due to the impacts of the COVID-19 pandemic, which altered the status quo in education. Universities across the globe have initiated and adapted various course delivery modes to mitigate this unprecedented situation. Among these responses, online classes continue to be the most common. Therefore, this study examines institutional knowledge management and readiness to sustain online course delivery. Adopting a qualitative research design, this study used two methods, semi-structured interviews (n15) and online open questionnaires (n42), to gather data. Reflexive thematic analysis was then used to analyse the data. The study findings underline that the adaptability, flexibility, and approachability of the virtual learning experience are critical to determining an institution’s readiness for online classes. Based on student perceptions, the faculties of digital skills, integration of innovative pedagogies, student readiness, skills and experience, and integration of learning resources are the main aspects that determine the readiness of universities for online learning.

The Perception of Teachers on Integration of Information and Communication Technology (ICT) Into Mathematics Teaching and Learning

Article

Full-text available

Jun 2023

Integration of Technology in the teaching and learning process has gained recent attention, most especially whether it favors less endowed countries like Ghana. The purpose of the study was to find teachers' perceptions of the integration of ICT into Mathematics teaching and learning in Ghanaian Senior High Schools and discover the potential barriers hindering effective ICT integration. The population comprised all teachers in the Greater Accra Region. A simple random sampling was used to select the teachers. Two public mixed and one private mixed school from the Ga South Municipality were purposefully selected. A total of twenty-five (25) teachers and sixty (60) students were selected from the three schools. The research design for the study was a mixed method research design. Questionnaires were administered personally to the teacher. The findings revealed that 95.8% of the teachers have not been using computers in their classroom instruction even though they have access to computers in their schools. It was also discovered that 83.3% of the schools do not have specialized software for teaching Mathematics installed on the computers in their laboratories. It is therefore recommended that specialized software for teaching and learning Mathematics be installed on the computers in the various Senior High Schools laboratories to enable the mathematics teachers in the SHS to have access to them and use them in their teaching.

So what if ChatGPT wrote it? Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy

Article

Full-text available

Mar 2023

Transformative artificially intelligent tools, such as ChatGPT, designed to generate sophisticated text indistin- guishable from that produced by a human, are applicable across a wide range of contexts. The technology presents opportunities as well as, often ethical and legal, challenges, and has the potential for both positive and negative impacts for organisations, society, and individuals. Offering multi-disciplinary insight into some of these, this article brings together 43 contributions from experts in fields such as computer science, marketing, information systems, education, policy, hospitality and tourism, management, publishing, and nursing. The contributors acknowledge ChatGPT’s capabilities to enhance productivity and suggest that it is likely to offersignificant gains in the banking, hospitality and tourism, and information technology industries, and enhance business activities, such as management and marketing. Nevertheless, they also consider its limitations, dis- ruptions to practices, threats to privacy and security, and consequences of biases, misuse, and misinformation. However, opinion is split on whether ChatGPT’s use should be restricted or legislated. Drawing on these con- tributions, the article identifies questions requiring further research across three thematic areas: knowledge, transparency, and ethics; digital transformation of organisations and societies; and teaching, learning, and scholarly research. The avenues for further research include: identifying skills, resources, and capabilities needed to handle generative AI; examining biases of generative AI attributable to training datasets and processes; exploring business and societal contexts best suited for generative AI implementation; determining optimal combinations of human and generative AI for various tasks; identifying ways to assess accuracy of text produced by generative AI; and uncovering the ethical and legal issues in using generative AI across different contexts.

“So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy

Article

Full-text available

Mar 2023
INT J INFORM MANAGE

Transformative artificially intelligent tools, such as ChatGPT, designed to generate sophisticated text indistinguishable from that produced by a human, are applicable across a wide range of contexts. The technology presents opportunities as well as, often ethical and legal, challenges, and has the potential for both positive and negative impacts for organisations, society, and individuals. Offering multi-disciplinary insight into some of these, this article brings together 43 contributions from experts in fields such as computer science, marketing, information systems, education, policy, hospitality and tourism, management, publishing, and nursing. The contributors acknowledge ChatGPT’s capabilities to enhance productivity and suggest that it is likely to offer significant gains in the banking, hospitality and tourism, and information technology industries, and enhance business activities, such as management and marketing. Nevertheless, they also consider its limitations, disruptions to practices, threats to privacy and security, and consequences of biases, misuse, and misinformation. However, opinion is split on whether ChatGPT’s use should be restricted or legislated. Drawing on these contributions, the article identifies questions requiring further research across three thematic areas: knowledge, transparency, and ethics; digital transformation of organisations and societies; and teaching, learning, and scholarly research. The avenues for further research include: identifying skills, resources, and capabilities needed to handle generative AI; examining biases of generative AI attributable to training datasets and processes; exploring business and societal contexts best suited for generative AI implementation; determining optimal combinations of human and generative AI for various tasks; identifying ways to assess accuracy of text produced by generative AI; and uncovering the ethical and legal issues in using generative AI across different contexts.

Exploring the Nexus of African American Students’ Identity and Mathematics Achievement

Article

Dec 2010

Francis Nzuki

In this article, the author explores five African American students’ racial, mathematical, and technological identity construction and how these identities shape each other and the sense of agency exhibited in the process. Data collection for the study included classroom observations and interviews, including a task-based interview. The stories told by the participants, their solutions for the mathematical tasks, and their participation in the figured world of mathematical learning illuminated their sense of identity and agency. An analysis of the data revealed that the participants’ positioning and authoring of their identities were influenced by how they negotiated and interpreted the constraints and affordances in the figured worlds in which they participated. It is through this process of negotiation and interpretation that the participants exhibited a sense of agency, or lack thereof, which, in turn, shaped their opportunities to participate in mathematics and hence the authoring of their mathematical identities.

"So What if ChatGPT Wrote It?" Multidisciplinary Perspectives on Opportunities, Challenges and Implications of Generative Conversational AI for Research, Practice and Policy

Article

Full-text available

Mar 2023
INT J INFORM MANAGE

The GeoGebra software application in the perimeter concept formation in lower grades of elementary school

Article

Full-text available

Jan 2022

Numerous experimental studies have shown the advantages of using educational software in teaching mathematics. One of the dynamic educational software that has recently gained great popularity in teaching mathematics is GeoGebra. The geometric transformations and dynamic functions of the software can be effectively applied at various education levels, from elementary school to university level. The aim of this paper is to present, through selected examples, some possibilities of GeoGebra software that can help students in lower grades of elementary school become proficient in the concept of the perimeter of a figure in a plane (rectangle, square and triangle), thus allowing them to follow each step in the pattern formation for calculating the perimeter.

Impact of Malmath Application on Students’ Achievement on Properties of Quadratic Graph

Article

Full-text available

Dec 2022

The study looked into how the MalMath Application integration affected how well students performed when learning about the characteristics of a quadratic graph and how they felt about using the program. A quasi-experimental design was adopted in the investigation. The pre-questionnaire results were used to create the control and experimental groups (i.e., students who have access to smartphones and those who do not have access to smartphones respectively). While receiving treatment, the experimental groups' lessons included the MalMath app, whereas the control group received traditional training. For the study in Ghana, a Technical Senior High School's sample of N = 80 students were readily and purposefully selected as control and experimental groups. This study's theoretical underpinnings were informed by constructivism. The experimental group's findings regarding the scores of male and female did not show a significant difference, but the post-test results for the two groups showed a significant difference in the findings regarding the scores of female students. The findings of the post-questionnaire showed that students' attitudes on the usage of MalMathApp in teaching quadratic graphs are favourable, and they are willing to utilise it for other mathematical topics. It was advised that teachers use MalMath App to teach and learn about quadratic graph characteristics and any other mathematics courses.

Algorithms and Mathematics Education A Response and Review of Hannah Fry's Hello World: Being Human in the Age of Algorithms

Article

Full-text available

Dec 2022

Joshua Hertel

At the outset, Dr. Hannah Fry’s book Hello World: Being Human in the Age of Algorithms is an engaging survey of how algorithms are being used in modern life. The book is written for a general audience with a focus on concepts and principles. As such, the narrative does not dig deeply into the details of any particular topic but instead offers a snapshot of how algorithms reside within a variety of contexts in the modern world. Through relatable examples, Dr. Fry builds a narrative that explains how algorithms are used as tools to predict, influence, augment, and mimic human behavior. Woven throughout the narrative are stories that reveal the power and pitfalls of algorithms. We learn about algorithms used by advertisers, data brokers, judges, chess masters, and healthcare workers. Along the way, Dr. Fry reveals how algorithms are being used to identify cancerous cells, build driverless vehicles, influence an online behavior, and create art. After reading the book, I was left asking practical questions such as, did that recent grocery store advertisement arrive by chance or is it based on my previous shopping behavior? How is my online browsing influencing the advertisements I see on social media? At the same time, the book inspired broader questions such as, how are algorithms being used for sentencing within the local court system? In what ways is care at the nearby hospital influenced by algorithms? In what follows, I have sought to craft a response to the book from my own lens of mathematics education rather than a detailed analysis of the particular merits. For those seeking a recommendation on whether or not to read the book, my response is: Read it. It is inextricably connected to the work that you do.

Second Phase of the Adaptation Process of the Mathematics Self-Efficacy Survey (MSES) for the Mexican-Spanish Language: The Confirmation

Article

Full-text available

Aug 2022

There are great economic benefits and qualities of life when a country invests in the development of professionals in STEM areas. Unfortunately, there is a gender gap, as women are lagging behind their peers, as well as minority groups such as Hispanics, who are grossly underrepresented in these careers. Therefore, it is a priority to generate assessing instruments that are adapted to the cultural context of Latino students in their language to attract a more diverse population to STEM areas. This study presents a thorough validation process of the adaptation of the Self-Efficacy Survey (MSES) to the Spanish language and Mexican engineering context. Exploratory and confirmatory factor analyses were conducted with data collected from 683 Mexican engineering students to analyze its validity. The results highlight that the original three dimensions of the MSES still show a sound structure to assess math self-efficacy, and the confirmatory factor analysis eliminated items that were outdated and out of the context of this specific population. As a result, this study presents a 12-item adaptation that could help Latino researchers to collect reliable math self-efficacy data to better understand how their students feel when they learn and practice mathematics.

Scaling Up Design of Inquiry Environments

Chapter

Full-text available

Aug 2022

Bringing inquiry learning environments to scale is an important issue for society, especially given the needs for stronger inquiry skills among future citizens, employees, and leaders. Scaling up is a complex challenge for any educational innovation, as new pressures emerge as innovations scale. This chapter argues that scaling is particularly challenging for ambitious inquiry learning innovations that often do not find a good fit with prevailing priorities in many of today's class1rooms and communities. Six examples of inquiry learning environments that achieved considerable scale and four additional long-term partnerships illustrate the potential for scaling inquiry learning environments and key requirements for achieving scale. The example projects planned for scaling from the earliest stages of their work. They invested in scaling up for a long period of time, and their approach evolved to incorporate insights gained through their experience in the field. Teams implementing these inquiry learning innovations reflected on which principles helped them reach scale and consolidated their understanding of their approach as a learning activity system; they addressed teacher learning needs; and they built partnerships to sustain support for their approach. The chapter reviews definitions of scaling up, causes of failure, strategies linked to success, and unresolved remaining challenges.

Mathematische Modelle und Digitalisierung – Forschungsstand, Chancen und Beispiele

Chapter

Aug 2022

Dieser Beitrag verbindet mathematisches Modellieren mit digitalem Medien- und Werkzeugeinsatz und gibt einen Überblick über die mögliche Nutzung digitaler Werkzeuge beim mathematischen Modellieren im Unterricht. Das mathematische Modellieren sowie die Nutzung digitaler Medien beim mathematischen Modellieren werden zunächst aus theoretischer Perspektive erläutert. Dabei werden Chancen und offene Fragen zum Einsatz digitaler Medien beim Modellieren berücksichtigt. Auch Teilkompetenzen des Modellierens können unter dem Aspekt der Nutzung digitaler Medien genauer betrachtet werden. Anschließend werden vorhandene empirische Erkenntnisse eingeordnet und exemplarisch detaillierte Ergebnisse relevanter Studien präsentiert.

Impact of prior knowledge, course design, and technology preparation on pre-service teachers’ TPACK development in a required educational technology course.

Chapter

Full-text available

Jan 2018

Which Student and Instructional Variables Are Most Strongly Related to Academic Motivation in K–12 Education? A Systematic Review of Meta-Analyses

Conference Paper

Jan 2022

Thorben Jansen

Which Student and Instructional Variables Are Most Strongly Related to Academic Motivation in K-12 Education? A Systematic Review of Meta-Analyses

Article

Full-text available

Jan 2022

Academic motivation is an essential predictor of school success in K 12 education. Accordingly, many meta-analyses have examined variables associated with academic motivation. However, a central question remains unanswered: What is the relative strength of the relations of both student variables (achievement, socioemotional variables, and background variables) and instructional variables (teacher variables, interventions, and technology) to academic motivation? To address this question, we conducted a systematic review of meta-analyses of constructs that focus on the question “Do I want to do this activity and why?” We included 125 first-order meta-analyses published before January 2021, with 487 first-order effect sizes, that investigated variables associated with academic motivation in K 12 education and were based on more than 8,839 primary studies and comprised almost 25 million students. We computed second-order standardized mean differences (SMD) using a two-level meta-analysis with robust variance estimation, considering moderators and including the methodological qualities and publication status of the meta-analyses. Our results showed that student variables (SMD = 0.39) and instructional variables (SMD = 0.43) had medium and similar second-order effect sizes. Of the student variables, socioemotional variables (SMD = 0.52) and achievement (SMD = 0.46) were more important than background variables (SMD = 0.19). Of the instructional variables, teacher variables (SMD = 0.61) were more important than interventions (SMD = 0.36) and technology (SMD = 0.35). Overall, the results provide the field with a clearer depiction of which student and instructional variables relate most closely to students’ academic motivation and thus have implications for the design of future interventions to foster students’ academic motivation in school.

Channeling Agriculture Innovation Transfer from Universities and Research Centre to Vocational High Schools: Lesson Learned from Indonesia

Book

Apr 2022

SEAMEO BIOTROP has been assigned by the Ministry of Education and Culture of the Republic of Indonesia to revitalise secondary vocational high school in agriculture for the last three years. There were three main programmes, i.e. fruit tree gardening, food security, and the establishment of a teaching factory. The activities include training, field implementation, and supervision. There were 46 schools that have been selected for the implementation of fruit tree gardening, and 80 schools have been involved in the food security and teaching factory programmes. This has been a successful programme, where the capacity of the headmasters, teachers, and students have improved. SEAMEO BIOTROP has not only transferred innovation developed by the Centre but also involved universities (IPB University) and an agriculture research centre (Orange and Sub-tropical Fruit Research Centre under the Ministry of Agriculture) in implementing the programme. Most of the partner schools have implemented the technology introduced by SEAMEO BIOTROP and partner institutions in their schools and the surrounding farms. The SEAMEO BIOTROP scientists have developed an application to monitor the progress of the schools and also to sustain long-distance consultation. The programmes have shown that secondary vocational high schools in agriculture have the potential to be developed as a transfer technology hub in agriculture for their surrounding communities and farmers. Skill development in industry 4.0 in the area of agriculture could also be introduced to selected schools in the future

Who Am I? A Second-Order Meta-Analytic Review of Correlates of the Self in Childhood and Adolescence

Article

Full-text available

Nov 2024

People’s subjective beliefs about themselves affect what people think and, consequently, what they do. Positive self-beliefs are important for many life outcomes, from academic success to well-being, especially during K–12 education as a crucial developmental period. Many empirical studies and meta-analyses have examined correlates of self-beliefs. The present second-order meta-analytic review integrates this large and diverse body of research, addressing two research aims: First, we examined the comparative strength of different variables related to self-beliefs. Second, we provide a methodological review of meta-analyses in this area, thereby facilitating readers’ ability to assess the risk of bias when interpreting the results. We summarized 105 first-order meta-analyses published before July 2023 that investigated variables associated with self-beliefs during K–12 education, comprising 493 first-order effect sizes based on more than 8,500 primary studies and more than 16 million children and adolescents. We computed second-order standardized mean differences (SMD) using two-level meta-analyses with robust variance estimation. Personal characteristics (SMD = 0.50) showed stronger relations with self-beliefs than interventions (SMD = 0.27). Achievement (SMD = 0.66) and noncognitive variables (SMD = 0.67) were the personal characteristics most strongly related to self-beliefs compared to cognitive abilities (SMD = 0.30) and background variables (SMD = 0.21). Interventions targeting individual characteristics (SMD = 0.35) and especially self-beliefs (SMD = 0.52) showed larger effect sizes than interventions that focused on improving teaching and classroom structure (SMD = 0.20). Few meta-analyses investigated situational aspects, such as the geographical origin of the sample, in association with children’s and adolescents’ self-beliefs. Overall, this second-order meta-analytic review provides a comprehensive map of correlates of the self, highlighting pathways for future research.

Designing Politics and IR Assessments in the Era of AI: An Empirical Investigation into ChatGPT’s Output Across Bloom’s Revised Taxonomy

Article

Oct 2024

Mining Hidden Treasure from Information and Communication Technology in Learning Mathematics -A Review

Article

Full-text available

Aug 2019

DESAFIOS E OPORTUNIDADES PARA O USO DO CHAT GPT NA PESQUISA EM EDUCAÇÃO MATEMÁTICA

Article

Full-text available

Jul 2024

O objetivo desse artigo é identificar os principais desafios e oportunidades associados ao uso do Chat GPT como ferramenta de apoio à pesquisa em Educação Matemática. Para tanto, realizamos uma entrevista com a Inteligência Artificial Chat GPT4. Os resultados indicam que o Chat GPT é uma ferramenta promissora baseada em inteligência artificial com potencial para auxiliar na pesquisa e ensino em educação matemática. Entretanto, seu uso responsável e ético requer consideração cuidadosa de seus desafios, limitações e oportunidades. A supervisão humana e a integração com outras metodologias de pesquisa são fundamentais para equilibrar o uso dessa tecnologia com abordagens pedagógicas. Por fim, promover a equidade e a inclusão são essenciais para garantir que todos os alunos tenham acesso à tecnologia e se beneficiem de seu potencial.

A Self-Regulated Learning Framework using Generative AI and its Application in CS Educational Intervention Design

Conference Paper

Mar 2024

Co-Creating the Future with Generative Ai: Exploring Ai's Capacities and Potential Incorporation in Statistical Education

Article

Jan 2023

A New Era of Learning: Considerations for ChatGPT as a Tool to Enhance Statistics and Data Science Education

Article

Jun 2023

Technology: Reflecting and Moving Forward

Article

May 2023

Investigating Problem Solving on Calculator Items in a Large-Scale Digitally Based Assessment: A Data Mining Approach

Article

Mar 2023

This exploratory study investigated the behaviors and content of onscreen calculator usage by a nationally representative sample of eighth-grade students who responded to items from the 2017 National Assessment of Educational Progress mathematics assessment. Meaningful features were generated from the process data to infer whether students spontaneously used calculators for mathematical problem solving, how frequently and when they used them, and the nature of the operations performed on calculators. Sequential pattern mining was applied on sequences of calculator keystrokes to obtain patterns of operations that were representative of students’ problem-solving strategies or processes. Results indicated that higher scoring students not only were more likely to use calculators, but also used them in a more goal-driven manner than lower scoring students.

Perception of pharmacy students toward numeracy: An observational study from King Saud University, Riyadh Saudi Arabia

Article

Full-text available

Nov 2022

Background and objective Numeracy is the branch of mathematics involved in understanding basic calculations, quantitation, estimation, reasoning, and execution of multistep operations. It is very imperative that pharmacists understand and apply numeracy skills in their routine work in the interest of their profession and patient care. This observational study was designed to assess the pharmacy student's perceptions of numeracy. Methods A prospective observational study was conducted by the Department of Pharmacy, King Saud University, Kingdom of Saudi Arabia, between December 2021 and February 2022. All the enrolled subjects pursued a 5-year Pharma degree course at the university using a 9-item instrument, which accessed the perception of students toward numeracy. The data were analyzed using the statistical software statistical package for social science (SPSS) version 26.0 (SPSS Inc., Chicago, IL, USA). Chi-square and Fisher's exact test were used to derive an association between various parameters of the study subjects. A P-value of < 0.05 was taken as statistically significant. Results A total of 550 pharmacy students were approached in this study, out of which 21 (3.8%) students were excluded due to incompleteness of the responses; thereupon, 529 students were included in the study. We learned that almost 90.0% of students had excellent and/or good mathematical ability, but at the same time, they were frequent users of calculators. Most of the students endorsed the importance of numeracy and showed their interest in attaining more knowledge of numeracy. Similarly rating the perceptions of mathematical ability is significantly associated with the frequency of use of a calculator for calculations (p = 0.0001). Conclusion Pharmacy students showed interest in numeracy and correspondingly showed excellent perceptions toward mathematical ability. Although the role of numeracy has been well accepted, inciting changes in teaching-learning practices through mathematically focused teaching approaches throughout the pharmacy program will increase its applicability in healthcare.

Effectiveness of Handheld Calculator usage on Students' Performance in the learning of algebra, Speed and Accuracy Factors

Article

Sep 2022

Patrick Amoakoh

The main purpose of the paper was to investigate the effectiveness of handheld calculators on students’ performance in the learning of algebra and to construct a correlation analysis on calculator usage and performance in the Edinaman SHS in Ghana. The descriptive and quantitative research designs were used to examine whether there are differences in the means of the post-test and the pre-test after conducting the two tests for the students without and with the used of the handheld calculators. The data was collected in the form of test scores obtained by students from the pre-test and post-test. The student population of Edinaman Senior High School is about 2400. The school is a mixed school with girls more than boys. The school runs five programs for all the three year levels. As a representative of the whole municipal schools, a random sampling technique under the probability method was used. This technique was used in order to conduct and record accurate study of the problem. Test and observation for collecting data for the paper. The researcher employed software called Statistical Package for Social Science (SPSS) software version 17.0. The researcher analysed the data under pair sample t-test to compare the means between the two tests. Appropriate tables, charts, frequencies were generated for analysis and interpretation using the correlation model. From the analysis, the two means were different. The mean for the pre-test is 13.56 and the post-test mean is 25.23. Though, there are differences one cannot determine whether it is significant or not. But from table 4, the significant figure in column 4 is 0.000 and also table 6, column 9 is 0.000. These figures implied that the difference between the pre-test and the post-test is significant. Since the p-value 0.05 is greater than the significant value 0.000, Researcher, therefore reject the null hypotheses that there is no difference in the means between the pre-test and post-test. The researcher accept the alternative hypotheses that there is indeed difference between the pre-test and post-test. However, handheld calculators are the most effective technological instrument for better performance in the study of algebraic mathematics in the Edinaman Senior High School in the Central region of Ghana.

Calculators and Online Games: Supporting Students With Learning Disabilities in Mathematics

Article

May 2022

With increased technology use in mathematics classrooms, as well as the increased prevalence of online instruction, digital calculators and online games are two types of digital tools that support students with learning disabilities (LD) in elementary and middle school mathematics. Teachers need to understand the advantages and limitations of different options and factors that help determine which tool may be most beneficial to support the goals of the mathematics lesson as well as the individual needs of students with LD. When used appropriately and efficiently, digital mathematics tools, such as calculators and online games, can increase students’ conceptual understanding of mathematics content as well as their confidence and engagement in the mathematics classroom. This column presents a variety of virtual calculators and online math games, why they are effective, how they can be implemented, as well as a short scenario depicting one way the tool can be used in the classroom.

ATTITUDES OF PRESERVICE TEACHERS TO MATHEMATICS AND TECHNOLOGY

Article

Jan 2021

Ayşegül Büyükkarcı

Virtual Manipulatives as Assistive Technology

Chapter

Mar 2022

Virtual manipulatives are a form of technology that support the mathematics teaching and learning of students with high-incidence and low-incidence (or extensive support needs) disabilities. The purpose of this chapter is to present virtual manipulatives as an assistive technology. Access to and use of virtual manipulatives have increased over the last decade, resulting in virtual manipulatives serving as a modern assistive technology to support students with a wide range of disabilities in mathematics. This chapter will present an overview of virtual manipulatives as assistive technology for students with disabilities and the research base supporting the effectiveness of this technology.

The graphics calculator in mathematics education: A critical review of recent research

Article

Full-text available

Apr 1996

The graphics calculator, sometimes referred to as the “super calculator,” has sparked great interest among mathematics educators. Considered by many to be a tool which has the potential to revolutionise mathematics education, a significant amount of research has been conducted into its effectiveness as a tool for instruction and learning within precalculus and calculus courses, specifically in the study of functions, graphing and modelling. Some results suggest that these devices (a) can facilitate the learning of functions and graphing concepts and the development of spatial visualisation skills; (b) promote mathematical investigation and exploration; and (c) encourage a shift in emphasis from algebraic manipulation and proof to graphical investigation and examination of the relationship between graphical, algebraic and geometric representations. Other studies, however, indicate that there is still a need for manipulative techniques in the learning of function and graphing concepts, that the use of graphics calculators may not facilitate the learning of particular precalculus topics, and that some “de-skilling” may occur, especially among males. It is the contention of this paper, however, that much of the research in this new and important field fails to provide clear guidance or even to inform debate in adequate ways regarding the role of graphics calculators in mathematics teaching and learning. By failing to distinguish the role of the tool from that of the instructional process, many studies reviewed could be more appropriately classified as “program evaluations” rather than as research on the graphics calculator per se. Further, claims regarding the effectiveness of the graphics calculator as a tool for learning frequently fail to recognise that judgments of effectiveness result directly from existing assumptions regarding both assessment practice and student “achievement.”

Development of a New Outlier Statistic for Meta-Analytic Data

Article

Full-text available

Apr 1995

This article describes the development of a new technique for identifying outlier coefficients in meta-analytic data sets. Denoted as the sample-adjusted meta-analytic deviancy statistic or SAMD, this technique takes into account the sample size on which each study is based when determining outlier status. An empirical test of the SAMD statistic with an actual meta-analytic data set resulted in a substantial reduction in residual variabilities and a corresponding increase in the percentage of variance accounted for by statistical artifacts after removal of outlier study coefficients. Moreover, removal of these coefficients helped to clarify what was a confusing and difficult-to-explain finding in this meta-analysis. It is suggested that analysis for outliers become a routine part of meta-analysis methodology. Limitations and directions for future research are discussed.

Statistical Methods in Meta-Analysis

Chapter

Full-text available

Jan 1985
J Educ Stat

Using Calculators on Achievement Tests

Article

May 1989

The content and emphasis of mathematics programs has been the subject of much discussion in recent years. Such technological advances as the increased availability and use of computers and calculators have caused a tremendous and sudden shift in the mathematical needs of today's citizens. Whereas twenty years ago mathematical operations using paper and pencil were the only means of doing tedious computation, today people use a hand-held calculator or computer to do such tasks as totaling grocery receipts, figuring interest payments, completing income tax forms, and balancing checkbooks.

Principles and Standards for School Mathematics

Book

Jan 2000

National Council Teachers Mathematics

Two scales of attitude toward mathematics

Article

Jan 1974

Lewis R Aiken

Statistical Methods for Meta-Analysis

Article

Jun 1986

Meta-Analysis in Social Research

Book

Jan 1981

Experimental Study of the Effects of Calculator Use on the Advanced Placement Calculus Examinations1

Article

Jun 1991

Advanced Placement Calculus examinations were administered to nearly 7,000 students from more than 400 high schools in order to determine the impact of calculator use. Both the Calculus AB and Calculus BC experimental examinations had two sections. Section I items were designed so that a calculator was not needed to arrive at the correct solution. Approximately half of the students were permitted to use calculators on this section. Section II items were developed to require a calculator to arrive at the correct solution. All students were permitted calculator use for these items. Analyses indicated that calculator use resulted in a substantial improvement in performance for 3 of the 40 Section I items. Those with calculators capable of graphics or the taking of derivatives performed better on both sections of the exams than those with scientific calculators. The internal consistency reliability of the Section I items was higher for students not permitted calculator use. A pattern of negative D-DIF values for the Section II items indicated that these items were differentially more difficult for females than the Section I items. The D-DIF value of only one Section I item appeared to be substantially impacted by calculator use. Total test scores were found to be higher for those permitted to use calculators, for males in comparison to females, and for those reporting the use of advanced calculators in comparison to those reporting the use of scientific calculators.

Optional Use of Calculators on a Mathematical Test: Effect on Item Difficulty and Score Equating

Article

Dec 1994

This paper describes findings from two studies involving optional use of calculators on SAT mathematical items. The first study looked at the effects of calculator use on estimates of item difficulty. The second study looked at the effect of calculator use on equating results from an anchor test design. Study 1 looked at data on specific items that become inappropriate for a test that permits calculators because the skills measured by the item administered with a calculator are quite different when the item is administered without a calculator. Study 2 showed that, because the use of a calculator sometimes makes items easier, any equating design that utilizes an anchor test design needs to ensure that the anchor test is administered under the same condition, i.e., with a calculator or without a calculator. A solution for making this adjustment with a special equating study is described.

Fennema-Sherman Mathematics Attitudes Scales: Instruments Designed to Measure Attitudes toward the Learning of Mathematics by Females and Males

Article

Nov 1976

Calculators and Instruction in Problem Solving in Grade 7

Article

May 1987

For an entire school year 24 seventh-grade classes were taught problem-solving strategies by teachers with special training. In 14 of the classes the instruction was supplemented by calculators. Each problem-solving group performed significantly ($p) better than a control group of 18 classes on two of five problem-solving tests. The calculator group scored significantly higher than the control group on attitude toward problem solving and as well as the other two groups on paper-and-pencil computation. Responses to a teacher questionnaire indicated a high degree of satisfaction with the program.

Two Scales of Attitude toward Mathematics

Article

Mar 1974

Lewis R. Alken

Attitude scales were constructed to measure 2 aspects of the appreciation and use of mathematics--an 11-item E Scale designed to assess the degree of enjoyment of mathematics and a 10-item V Scale to measure recognition of the importance and relevance of mathematics. These scales, together with 17 other biodata items, were administered to 200 college freshmen and the results were item-analyzed. The reliabilities of the scales were .95 for E and .85 for V. Scores on the E Scale were more highly related to specific interest and ability in mathematics, and scores on the V Scale to general scholastic ability.

Effects of Hand-Held Calculators in Precollege Mathematics Education: A Meta-Analysis

Article

Mar 1986

The findings of 79 research reports were integrated by meta-analysis to assess the effects of calculators on student achievement and attitude. Effect sizes were derived by the method invented by Glass and tested for consistency and significance with inferential statistics provided by Hedges. At all grades but Grade 4, a use of calculators in concert with traditional mathematics instruction apparently improves the average student's basic skills with paper and pencil, both in working exercises and in problem solving. Sustained calculator use in Grade 4 appears to hinder the development of basic skills in average students. Across all grade and ability levels, students using calculators possess a better attitude toward mathematics and an especially better self-concept in mathematics than students not using calculators.

Building a versatile understanding of algebraic variables with a graphic calculator

Article

Mar 2000

Algebra has been recognised for some time as a difficult topic for many secondary school students. Discovering the best way(s) of introducing algebra into the students' experience and fostering understanding has stimulated much discussion and research. It is our belief that an understanding of the concept of variable is fundamental to further student progress in algebra. This paper describes a study using a module of work based on a graphic calculator which provided an environment where students could experience some aspects of variables and hence begin to build an understanding of them. The graphic calculator proved to be an instrument for achieving a significant improvement in student understanding, something which has often proved difficult previously.

Graphing technology and its effect on solving inequalities

Article

Jan 1998

Thomas E Weber

The National Council of Teachers of Mathematics posit in their 1989 publication, the Curriculum and Evaluation Standards for School Mathematics, that students should have access to the graphing calculator at all times. Concurrently, in the same document, they opine that students should learn an appropriate amount of algebraic manipulative skills. The purpose of this study was to show the two positions are not inconsistent. This study employed the use of the calculator in order to determine interval solutions to inequalities involving the absolute value and the quadratic functions. This study showed that utilizing technology in a conventional curriculum may realize improved results when compared to a traditional method of teaching. ^ The quantitative control-experimental method was implemented to determine if graphing technology can positively affect the achievement in students' learning. Each group was given a curriculum with identical examples on how to determine the solution to inequalities involving the absolute value function and second degree polynomials. The only difference was the experimental group had the use of the graphing calculator during each class period. Each group was administered an identical end of the unit exam in order to measure achievement. Neither group was allowed to use the calculator during the exam. Additionally, a questionnaire was distributed to the two groups to determine whether the students' attitudes toward mathematics was positively affected by the use of the graphing calculator. ^ Analysis of standardized mathematics scores and previous test results from the first semester showed the two groups to be statistically comparable. The first semester test average was use as a covariant in order to partition out the students' test taking abilities and statistically better equate the two groups. The results of the analysis of covariance (ANCOVA) show the experimental group scored significantly better on questions involving the interval solutions to absolute value and quadratic function inequalities. Despite the increase in achievement, the data reflect that the treatment made no positive significant effect in the students' attitudes toward mathematics. ^

The Impact of Electronic Calculators on Educational Performance

Article

Mar 1980

Dennis M. Roberts

Thirty-four empirical studies at the elementary, secondary, and college level were reviewed concerning the impacts of electronic calculators on mathematics-related achievement and attitudes. The dominant research design was pretest-post test with the principal analytic procedure being ANOVA. In the typical study, an experimental group (usually one or more classes) was allowed to use calculators during their mathematics instruction whereas students in the control group were not. Results showed support for the computational benefits due to calculator use, especially when the calculators were also allowed on criterion tests. However, support for conceptual benefits was minimal. Hypothesized changes in general attitudes toward mathematics for those using calculators was unsupported, although effects on immediate and task-specific, affective measures were found. Interpretation of the results of many of the studies was hampered by defective research designs including assignment of students to conditions, contamination of treatment with control groups, control of the teacher variable, and the lack of use of calculators on the posttests.

Mathematics Test Performance: The Effects of Item Type and Calculator Use

Article

Jan 1991

Brenda H. Loyd

Previous research has provided conflicting findings about whether allowing the use of calculators changes the difficulty of mathematics tests or the time needed to complete the tests. Because the interpretation of results from standardized tests via norm tables depends on standardized conditions, the impact of allowing or not allowing examinees to use calculators while taking such tests would need to be specified as part of the standardizing condition. This article examines four item types that may perform differently under different conditions of calculator use. This article also examines the effect of testing under calculator and noncalculator conditions on testing time, reliability, item difficulty, and item discrimination.

The Effects of Using Calculators to Reduce the Computational Burden on a Standardized Test of Mathematics Problem Solving

Article

Mar 1989
EDUC PSYCHOL MEAS

Problem solving is a key skill in mathematics education. Thus, it is important to be able to assess students' proficiencies as problem solvers. The Quantitative Thinking Subtest (Test Q) of the Iowa Tests of Educational Development is a test of problem solving ability. However, if this test is to be considered a pure measure of problem solving ability, it must be demonstrated that this test does not measure other factors such as computational ability. To this end, a study was designed in which two groups of students took Test Q; one group using calculators to eliminate the need for computation, and the other just using paper and pencil to solve the problems. It was found that after controlling for differences in mathematical ability, the two groups did not differ in their scores on Test Q. This result seemed to support the validity of Test Q as a test of problem solving.

Let's Abolish Pencil-and-Paper Arithmetic

Article

Jul 1999

Anthony Ralston

This article proposes that paper-and-pencil arithmetic no longer be taught in elementary school and that it be replaced by a curriculum which emphasizes mental arithmetic much more than at present, and in which calculators are used for instructional purposes in all grades including kindergarten. The article analyzes and refutes the arguments made by "back-to-basics" proponents against the use of calculators and for traditional instruction in the algorithms of pencil-and-paper arithmetic. The value of mental arithmetic in achieving all the aims-and more-of the traditional curriculum is argued. Also considered is the outline of an elementary school mathematics curriculum without pencil-and-paper arithmetic. As well, the impact of such a curriculum on secondary school and college mathematics is discussed. Finally, the barriers to achieving what the article advocates are assessed.

Technology and mathematics education

Article

Jan 1992

J. J. Kaput

A graphic calculator approach to understanding algebraic variables

Conference Paper

Jan 2000
Educ Stud Math

The Effect of Calculator Use on Mathematics Achievement for Rural High School Students

Article

Jan 1995

Theresa G. Siskind

Forty-eight rural high school students were randomly assigned to groups that solved math problems with paper and pencil or with calculators. Both groups displayed similar attitudes toward math. Results of a word problem test revealed that, after one week, calculator use contributed significantly to mathematical word problem achievement. (LP)

Calculators in Primary Mathematics

Article

Jan 1994

The Calculators in Primary Mathematics Project was a long-term investigation into the effects of the introduction of calculators on the learning and teaching of primary mathematics. The Australian project commenced with children who were in kindergarten and grade 1 in 1990, moving up through the schools to grade 4 level by 1993. Children were given their own calculators to use when they wished, while teachers were provided with some systematic professional support. Over 60 teachers and 1,000 children participated in the project. This paper gives an overview of the project, with particular emphasis on the ways in which teachers incorporated calculators into their classrooms and the resulting long-term learning outcomes for the students. It first reports on a survey of 700 primary, 7th-, and 8th-grade teachers which established that teachers now support calculator use, even in the first grades, but that actual use falls far behind the support expressed. A brief description is given of the major ways in which the calculator was used in project schools--as a computational device, as a recording device, to count, and as an object to explore. Testing of 3rd- and 4th-grade students (n=225) established that children did understand the number system better after sustained calculator use and that they were better able to choose an appropriate operation in a word problem. A series of interviews showed that calculator use had assisted children to develop number sense and skills of mental computation. Contains 20 references. (MKR)

The Effect on Pupil Performance of Using Hand-Held Calculators on Standardized Mathematics Achievement Tests

Article

Jan 1981

Students in grades four and eight were given parallel forms of mathematics subtests of Iowa Tests of Basic Skills, once using calculators and once without. Performance with calculators was compared to performance on regular administration of subtests. In both grades, mean scores on problem solving and computation subtests were significantly higher with calculators, but no difference was found for the concepts subtest. Largest differences appeared on computation subtests. For fourth grade, significant improvement in subtraction and multiplication occurred with calculators. Eighth graders' performance on whole number and decimal operations was significantly improved by using a calculator, but their performance on operations involving fractions was significantly worse with calculators. In both grades, students completed fewer items on the computation and problem-solving subtests when they used calculators. Correlations between scores on the two testings were computed for the three subtests. After correction for restriction in range and attenuation, the resulting correlations ranged from .79 to .99 for fourth grade and from .96 to 1.0 for eighth grade. This suggests that if the tests were standardized with calculators, the rankings of students, at least in eiqhth grade, would be the same as the rankings given by the present mathematics subtests. (Author/MP)

The Graphics Calculator in Mathematics Education: An Experiment in the Netherlands

Article

Jan 1998

Presents an experiment carried out at the University of Groningen where pretest-posttest design was used including two experimental conditions with the graphics calculator (TI-81) and one control condition without the calculator. Results point toward a change in teacher instructional behavior and in pupils' problem-solving approaches. Contains 14 references. (Author/ASK)

The Mathematics Attitude Inventory: Instrument and User's Manual

Article

Jan 1980

Richard S. Sandman

The Mathematics Attitude Inventory, designed to measure the attitudes toward mathematics of secondary students, and its accompanying user's manual, are described. The six scales measure perception of mathematics teachers, value of mathematics, self-concept in mathematics, and anxiety toward, enjoyment of, and motivation in mathematics. (MK)

The Hand-Held Calculator: Effects on Mathematical Abilities and Implications for Curriculum Change

Article

Jan 1982

Paul O. Sigg

This study consists of a review of research on calculator use in both elementary and secondary education. The bulk of this document consists of annotations of the research reviewed, and is categorized under three headings: 1) Calculator Effects on Computational Achievement and Attitude Toward Mathematics; 2) Calculator Effects on Problem Solving Ability; and 3) Implications for Curriculum Change. Among the conclusions reached, were: 1) There was enough evidence to believe that calculators were not detrimental to computational skills, and are more likely to improve them; 2) Children's attitudes did not suffer from using a calculator; and 3) Results regarding calculator effects on problem-solving performance were inconclusive. Teachers are seen to be largely unaware of what research has been done. Five specific recommendations are made related to calculator use in the classroom, the need for communication of research findings to communities and schools, and suggested directions for future investigations. (MP)

The Use of Calculators in Pre-College Education: A State-of-the-Art Review

Article

Jan 1979

Marilyn N. Suydam

This document actually consists of two state-of-the-art reviews on the use of calculators in education, one prepared in April 1978 and the second in May 1979. Each presents a concise summary of current status, with sections elaborating on the extent of use of calculators in schools, research on calculator effects, the development of instructional materials, and continuing concerns for research and development effort. References are included. (MS)

The Effects of Including Calculators in the Problem-Solving Instruction for Low-Income Sixth-Grade Students

Article

Jan 1989

Sarah A. Starr

The purpose of this study was to determine the effects of using calculators on the mathematical achievement and attitude of low-income sixth-grade students when they were taught problem solving. Thirty-five sixth-grade students in two intact classes were assigned to two treatment groups. The experimental group was taught problem solving using calculators. The control group was taught using paper-and-pencil. Treatment for both groups lasted eight weeks. The results of this study reveal that there was no significant difference in mathematical achievement gain in problem solving of students who were taught using calculators and those who were not. The students who were not taught using calculators had a significantly better attitude towards problem solving than those who were using calculators. Implications for the classroom and future research were discussed. Appendices included are: (1) the mathematics test and attitude survey including scoring system; (2) instructional plans; (3) "t" calculation; and (4) raw data. (YP)

Effects of Calculator Use on Scores on a Test of Mathematical Reasoning

Article

Dec 1995
J EDUC MEAS

A sample of college-bound juniors from 275 high schools took a test consisting of 70 math questions from the SAT. A random half of the sample was allowed to use calculators on the test. Both genders and three ethnic groups (White, African American, and Asian American) benefitted about equally from being allowed to use calculators; Latinos benefitted slightly more than the other groups. Students who routinely used calculators on classroom mathematics tests were relatively advantaged on the calculator test. Test speededness was about the same whether or not students used calculators. Calculator effects on individual items ranged from positive through neutral to negative and could either increase or decrease the validity of an item as a measure of mathematical reasoning skills. Calculator effects could be either present or absent in both difficult and easy items

The Influence of Graphic Calculator Use on Translation from Graphic to Symbolic Forms

Article

Oct 1990

Kenneth Ruthven

This article reports a study comparing the mathematical performance of upper secondary school mathematics students for whom a graphic calculator is a standard mathematical tool, with that of students of similar background without regular access to graphing technology. Students were tested on two types of item: symbolisation items, calling for an algebraic description of some cartesian graph; and interpretation items, calling for the extraction of information from some verbally contextualised graph. The findings illustrate that, under appropriate conditions, access to information technology can have an important influence both on the mathematical approaches employed by students and on their mathematical attainment. On the symbolisation items, use of graphic calculators was associated not only with markedly superior attainment by all students, but with greatly enhanced relative attainment on the part of female students.

Statistical power ANALYSIS for the Behavioral sciences

Article

Jan 1988
J AM STAT ASSOC

Jacob Cohen

Incluye bibliografía e índice

A Handbook of Research Synthesis

Article

Dec 1994

Incl. app., glossary, index

The effect of graphing calculators in algebra II classrooms : a study comparing achievement, attitude, and confidence /

Article

Beverly (Beverly Ann) Scott

Thesis (Ph. D.)--University of North Texas, 1994. Abstract. Includes bibliographical references (leaves 96-120). Photocopy.

The use of calculators in the classroom : a review of the research /

Article

"Department of Curriculum and Instruction." Research paper (M.S. in Ed.)--Southern Illinois University at Carbondale, 1992. Non-circulating archival copy. Vita. Includes bibliographical references (leaves [17-18]).

The effect of the use of the hand-held calculator on the development of problem-solving strategies /

Article

Margaret Gray. Kelly

Thesis (Ed. D.)--Utah State University. Dept. of Elementary Education, 1984. Includes bibliographical references (leaves 89-97).

The effects of graphing calculators on secondary students' understanding of the inverse trigonometric functions /

Article

Jan 2001

Nancy Pellerin. Autin

Typescript. Thesis (Ph. D)--University of New Orleans, 2001. "A dissertation ... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Curriculum and Instruction." Vita. Includes bibliographical references (leaves 106-113).

The effect of the calculator-based, graph-exploration method of instruction on advanced placement calculus achievement /

Article

Jan 1994

Jane T. Upshaw

Typescript. Thesis (Ph. D.)--University of South Carolina, 1993. Includes bibliographical references (leaves 95-101).

The effect of the use of electronic calculators versus hand computation on achievement in the problem-solving abilities of remedial middle school students in selected business mathematics topics /

Article

Ronald P. (Ronald Patrick) Colefield

Thesis (Ph. D.)--New York University, 1985. Includes bibliographical references (leaves 93-106). Photocopy.

The effects of the use of the calculator in algebra I classes on basic skills maintenance and algebra achievement [microform] /

Article

Martha A. (Martha Ann) Whisenant

Thesis (Ph. D.)--University of North Texas, 1989. Includes bibliographical references (leaves 74-77). "90-16217." Microfiche.

The effects of utilizing calculators and a mathematics curriculum stressing problem-solving techniques /

Article

Typescript. Thesis (Ed. D.)--Wayne State University, 1990. Includes bibliographical references (leaves 76-82).

Effects of teaching calculator use and problem solving strategies on mathematics performance and attitude of fifth grade Taiwanese male and female students /

Article

Shiang-tung. Liu

Typescript (photocopy). Thesis (Ed. D.)--Memphis State University, 1993. Includes bibliographical references (leaves 97-108).

Stages of concern of mathematics teachers regarding the Curriculum and Evaluation Standards for School Mathematics /

Article

Typescript. Thesis (Ph. D.)--George Mason University, 1996. Includes bibliographical references (leaves 135-148). Vita: leaf 188.

Using the computer as an instructional tool to aid in mathematical problem solving [microform] /

Article

Mattie Fleener

Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 1988. Includes bibliographical references (leaves [109]-115). Microfiche of typescript. s

Effects of integrating TI math explorer calculators into the grades 3 through 6 mathematics curriculum on achievement and attitude [microform] /

Article

Thesis (Ph. D.)--Texas A & M University, 1992. Includes vita. Includes bibliographical references (leaves 82-102). Microfilm.

The effectiveness of using a hand-held calculator as an instructional aid in the teaching of fraction to decimal conversion to sixth-grade students /

Article

Charles Milton. Burnett

Thesis (Ed. D.)--Boston University, 1985. Vita. Includes bibliographical references (leaves 159-164).

Graphing calculators: Teacher perceptions, training, and attitude

Article

Jan 1996

Khaled Moh'd Abuloum

The purpose for this study was twofold. First, this study designed to investigate the relationship between six teacher traits and academic achievement scores of students enrolled in Algebra I classes. Traits measured were years of teaching experience, training in the use of graphing calculators, preferred teaching strategy, teachers' attitudes toward using graphing calculators for teaching Algebra I, use of graphing calculators, and gender. Second, achievement scores of the students whose teachers used graphing calculators in the Algebra I classroom were compared with students of teachers who did not.^ The sample of this study consisted of 43 teachers and 1,697 students in the Omaha Publics Schools (OPS) in Algebra I classes during the 1995-96 academic year. Two instruments were used: a survey containing six sections and an achievement test.^ Descriptive statistics (frequencies, means, and standard deviations), analysis of group differences (t-test), and multiple regression analysis (stepwise approach and enter approach) were used to analyze the data.^ Findings of the study included: (1) There was a positive correlation between certain teacher characteristics and the mathematics achievement of the students. (2) Teachers with a high level of training tended to have students with high achievement scores. (3) The use of graphing calculators in the classroom was found to have a significant relationship with teachers' level of training, perceptions, and attitudes. Calculator use appeared to make teachers more effective, which in turn made students learn more. (4) Many teachers who used graphing calculators in teaching algebra had not been adequately trained in their use and had to often resort to self-training. (5) Little organized teacher training in the field of calculators was reported by the respondents.

An analysis of the effect of the graphing calculator on student performance in algebra II [microform] /

Article

John. Drottar

Thesis (Ph. D.)--Boston College, 1998. Submitted to Dept. of Curriculum, Instruction, and Administration. Includes bibliographical references (leaves 120-126). Microfiche. s

Impact of the graphing calculator on the instruction of trigonometric functions in precalculus classes /

Article

Jan 1992

Marilyn Kay. Hall

Includes abstract. Thesis (Ed. D.)--Baylor University, 1992. Includes bibliographical references (leaves 63-66).

A Meta-Analysis of the Effects of Calculators on Students' Achievement and Attitude Levels in Precollege Mathematics Classes

Abstract

No full-text available

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