| Abstract: | This study was designed to investigate whether the implementation and integration of the TI Math Explorer Calculator into the curriculum influences computational skills, concept development, problem-solving abilities, and overall mathematics achievement. The study further investigated effects of calculator use on the attitudes of students toward mathematics in general as well as attitudes toward the use of calculators in mathematics. The sample included 412 students in Grades 3 through 6. A Non-Equivalent Control Group Design was used as random assignment to treatment and control groups could not be accomplished. The use of the TI Math Explorer Calculator served as the treatment. ANOVA and ANCOVA were used to analyze data for significant F-values. Implications of the study are that calculators can be used in developing computational skills, mathematical concepts, problem-solving abilities and overall mathematics achievement. Results from the ITBS showed that students using calculators for mathematics instruction did as well on paper-and-pencil tests as those not using calculators for instruction. At Grade 6 on the researcher-developed curriculum-bound MMI, the control group mean was significantly higher than that of the treatment group. This difference may have resulted from the limitation that calculator use was restricted and determined by the teachers. Time constraints for inservice training, the absence of materials, and teacher attitudes toward use of calculators in mathematics instruction may have affected the frequency and manner in which calculators were used. No evidence to support that calculators hinder the development of concepts was found. No evidence was found to support that calculators have a negative effect on attitudes toward mathematics or toward the use of calculators in mathematics. The control and treatment groups showed positive mean scores on both attitude instruments with those for the control group at Grade 4 significantly more positive regarding use of calculators in mathematics. |
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