More than twenty years after the introduction of the first handheld graphing calculator the mathematics community appears to still be struggling with the use of technology in the teaching and learning of mathematics. One major venue for arguments against technology use in the teaching and learning of mathematics is the news magazines of…

This study assessed if students with and without disabilities used calculators (fourfunction, scientific, or graphing) to solve mathematics assessment problems and whether using calculators improved their performance. Participants were sixth and seventh-grade students educated with either National Science Foundation (NSF)-funded or traditional…

The aim of the study was to investigate the effect of Microsoft Math Tool (graphical calculator) on students' achievement in the linear function. The study employed Quasi-experimental research design (Pre-test Post-test two group designs). A total of ninety-eight (98) students were selected for the study from two different Senior High Schools…

This thesis explored the history of calculator usage in mathematics classrooms in the United States since 1975 with a focus on the attitudes of parents, educators, and national organizations. The influence of historical events, people, organizations, research, and trends was explored in depth. Studying the changes that calculators have brought to…

Computer-based instruction (CBI) programs have been implemented in classrooms for almost three decades. One advantage of CBI includes allowing the user to tailor instruction to their particular style of learning (Slavin & Lake, 2009). An essential part of individualizing CBI involves the students use of active electronic support tools, which…

The National Council of Teachers of Mathematics (NCTM) asserts that a goal of mathematics education, in Prekindergarten through grade 12, is to develop mathematical power for "all" students, and that educational equity is the nucleus of this goal. Nevertheless, researchers have found that equity for all students in mathematics education has not…

This essay begins with a brief history of calculator development and presents some lessons learned about using calculators in work dating back to the 1970s. A position statement on the appropriate use of calculator technology is presented along with a discussion of some of the controversial issues that have arisen as a consequence of the use of…

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. Argues for the value of mental arithmetic in achieving all the aims and more of the traditional curriculum. (Author/ASK)

This essay describes the role of graphing calculators in mathematics reform. Among the topics discussed are the history of graphing calculators in mathematics education, recent technological innovations, and professional development opportunities. The case is made for a balanced approach between calculator use and paper-and-pencil techniques.…

A discussion is given of calculators in the classroom. Opinions and recommendations of various groups are incorporated. (MK)

Recounts the experiences of faculty members as they addressed some of the challenges presented in choosing and integrating a new technology, the TI-89 hand-held computer algebra system (CAS), into the core mathematics curriculum. Relates in detail deciding which instrument to choose, instructing students to use the technology, affecting the…

Extends O'Callaghan's computer-intensive algebra study by using his component competencies and the process-object framework to investigate the effects of a graphing-approach curriculum employing the TI-82 graphing calculator. Concludes that students in the graphing-approach classes demonstrated significantly better understanding of functions on…

Introduces a project in which students use dynamic geometry software with a TI-92 graphing calculator to study geometric constructions. Concludes that interactive technology can enhance the geometry curriculum and better meet the needs of visual and tactile learners than the traditional approach. (ASK)

A calculator solution of a simple computational problem is discussed with emphasis on its ramifications for the understanding of some fundamental theorems of pure mathematics and techniques of computing. (Author/MK)

Shows how technologies are essential in a new algebra curriculum based on the NCTM Standards. This article is one of the keynote addresses of the Algebra Working Group of the Seventh International Conference on Mathematical Education held in Quebec City, Canada in August 1992. (24 references) (MKR)