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…

The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom…

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…

Little is known about how best to teach mathematics to students with learning disabilities. This study explored the performance and self-reported calculator use of 13 sixth-grade and 15 seventh-grade students with learning disabilities educated in either standards-based or traditional mathematics curricula on multiple-choice and open-ended…

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…

Described is an activity demonstrating how a scientific calculator can be used in a mathematics classroom to introduce new content while studying a conventional topic. Examples of reading and writing large numbers, and reading hidden results are provided. (YP)

Four problems are presented and solutions using a calculator are illustrated. (MK)

This paper was written as a discussion guide for participants at an Australian conference. How calculators and computers might affect the curriculum is discussed, with questions focused on what mathematics should be taught, when, why, where, and how. (MNS)

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)

This annotated bibliography includes activities with calculators in the areas of computational skills, geometry, measurement, number pattern recognition, and probability. (MK)

Calculator-based activities are presented that may be used as the framework for a unit to replace much of the usual algebra material on exponential functions and logarithms. (MP)

Two problems are presented and discussed as a means of demonstrating that the calculator can play a more important role in the mathematics class than simply as a computational tool. (MP)

This article discusses the impact of symbolic-manipulation systems on secondary school mathematics curriculum. Characteristics and possible roles for the symbolic systems are explored. Four references are listed. (YP)

Discussed are the rationale for, and the benefits accrued from, the use of graphing calculators within all aspects of the secondary mathematics curriculum. Examples are included that highlight specific features of graphing calculators. (JJK)