The Long-Term Influence of a "Calculator-Aware" Number Curriculum on Pupils' Mathematical Attainments and Attitudes in the Primary Phase.

Ruthven, Kenneth; Rousham, Laurie; Chaplin, Di

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Peer reviewed

ERIC Number: EJ560259

Record Type: Journal

Publication Date: 1997

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0267-1522

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The Long-Term Influence of a "Calculator-Aware" Number Curriculum on Pupils' Mathematical Attainments and Attitudes in the Primary Phase.

Ruthven, Kenneth; Rousham, Laurie; Chaplin, Di

Research Papers in Education: Policy and Practice, v12 n3 p249-81 Oct 1997

Investigated the long-term influence of a longitudinal calculator awareness approach to numbers on British elementary students' mathematical achievements and attitudes. Teacher and student interviews and student test scores from intervention and nonintervention schools indicated that the curriculum had no substantial long-term influence on students' mathematical achievement or attitudes. (SM)

Descriptors: Calculators, Computation, Elementary Education, Elementary School Mathematics, Elementary School Students, Foreign Countries, Mathematics Achievement, Student Attitudes, Teaching Methods

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: United Kingdom (England)

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