A Review of Research on Student Achievement and Attitude in Computer and Calculator Enhanced Mathematics Courses

Abstract

This paper will briefly summarize the results of three previous reviews of research on the effects of using calculators in mathematics instruction from 1970 to 1995. Then a review of the research conducted on graphing calculators during the 1990s will be provided. Suydam reviewed research conducted in the 1970s. Hembree and Dessart performed a meta-analysis of studies comparing treatment and control groups that overlapped Suydam's review and also included research studies conducted during the early 1980s. The third review, by Smith, was also a meta-analysis using research studies reported from 1984 to 1995. Smith's critique included eight studies that implemented graphing calculators. The studies analyzed by Suydam, Hembree, and Smith included grades K - 12 in the United States. Since the late 1980s graphing calculators have become more readily available in classrooms. During the 1990s, more than 60 research studies were published on the effects of graphing calculator use in mathematics courses. This paper provides an analysis of the studies reported, between 1990 and 2000, investigating the use of graphing technology in teaching mathematical concepts found in algebra, trigonometry and calculus in secondary level schools and colleges. The 50 studies analyzed for this paper were located from Smith's 1995 meta-analysis (eight studies) and from on-line computer searches from several national and international databases. Most of the studies located were Ph.D. dissertations or Master theses. The other studies collected for review were articles published in reputable journals. Student achievement, procedural and conceptual understanding, problem solving, and attitude toward mathematics and technology are delineated in the report.