The Effects of Non‐CAS Graphing Calculators on Student Achievement and Attitude Levels in Mathematics: A Meta‐Analysis
Year: 2006
Type: article
Study designs: Systematic Review, Meta-Analysis
Abstract: Forty‐two studies comparing students with access to graphing calculators during instruction to students who did not have access to graphing calculators during instruction are the subject of this meta‐analysis. The results on the achievement and attitude levels of students are presented. The studies evaluated cover middle and high school mathematics courses, as well as college courses through first semester calculus. When calculators were part of instruction but not testing, students' benefited from using calculators while developing the skills necessary to understand mathematics concepts. When calculators were included in testing and instruction, the procedural, conceptual, and overall achievement skills of students improved.
Source: School Science and Mathematics
Author: Aimee J. Ellington
Institution: Virginia Commonwealth University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2008249378