The effects of the use of the calculator in Algebra I classes on basic skills maintenance and algebra achievement.

摘要

The purpose of this study was to determine whether there were any differences in basic skills maintenance between Algebra I students who used calculators during classroom mathematics instruction and Algebra I students who did not use calculators during classroom mathematics instruction. Another purpose of this study was to determine whether there were any differences in algebra achievement between Algebra I students who used calculators during classroom mathematics instruction and Algebra I students who did not use calculators during classroom mathematics instruction. This study also investigated the effects of the use of the calculator in Algebra I classes on students' attitudes toward mathematics.;Students selected for this study were from a large suburban school district in Texas. The students were from eight intact classes: two eighth-grade classes, four ninth-grade classes, and two classes with a combination of tenth- and eleventh-grade students. The control and experimental groups each consisted of one eighth-grade class, two ninth-grade classes, and one tenth- and eleventh-grade class. Three teachers were involved in the study.;At the beginning of the seven months study all students were given the mathematics portion of the California Achievement Test which served as the pretest. At the conclusion of the study all students were given the mathematics portion of the California Achievement Test and the End of Year Test: Algebra I, published by Scott-Foresman and Company. Students were also given the Mathematics Attitude Inventory developed at the University of Minnesota at the beginning and at the end of the study.;All data were analyzed by computer using analysis of covariance. A significant statistical difference was found in the adjusted mean scores in both basic mathematics skills and in algebra achievement between Algebra I students who used calculators during classroom mathematics instruction and Algebra I students who did not use calculators during classroom mathematics instruction. In both cases the adjusted mean scores for the control group were higher than the adjusted mean scores for the experimental group. The greatest differences occurred with the tenth- and eleventh-grade Algebra I students.;It is recommended that further studies be conducted to investigate the effects of the use of the calculator on basic skills maintenance and algebra achievement.