Profiling student use of calculators in the learning of high school mathematics

摘要

Using data from the 2005 National Assessment of Educational Progress, students' use of calculators in the learning of high school mathematics was profiled based on their family background, curriculum background, and advanced mathematics coursework. A statistical method new to educational research - classification and regression trees - was applied to analyses of type-specific, function-specific, and test-specific calculator use. Type-specific calculator use was related to Algebra II and pre-calculus. Timing of mathematics coursework was important to type-specific and test-specific calculator use. Other main characteristics of the profiles included that (a) female students who avoided Algebra II used calculators more frequently for checking mathematics homework than their male peers, and (b) White students used calculators for mathematics tests and quizzes more frequently than non-White students.