Date of Award

5-1980

Document Type

Thesis

Degree Name

Master of Science in Education

Department

Education

First Advisor

Jeanne Donovan

Second Advisor

John Burd

Third Advisor

Daniel Roubin

Abstract

This study explores the impact of handheld calculator use on student achievement in middle school mathematics, with a focus on seventh-grade instruction in decimal algorithms. Conducted at Wentzville Junior High School, the research involved a three-week instructional unit on decimals taught to two groups of seventh-grade students—one using calculators and the other employing traditional paper-and-pencil methods. Pretests and posttests were administered to measure student performance, while classroom observations and teacher feedback were used to assess engagement and problem-solving strategies.

The findings indicate that the use of calculators improved student accuracy and efficiency in computation without diminishing conceptual understanding. Students with access to calculators were able to spend more time interpreting problems, developing reasoning skills, and applying mathematical concepts, rather than being hindered by time-consuming manual calculations. Furthermore, the study suggests that calculators can reduce student frustration, particularly among those who struggle with basic computation, thereby fostering a more positive attitude toward mathematics learning.

The study situates its findings within the broader historical debate surrounding calculator use in education. Between 1974 and 1979, the National Council of Teachers of Mathematics (NCTM) issued policy statements emphasizing the importance of calculators as instructional tools, while also cautioning against their overuse. This project provides classroom-based evidence supporting those early policy recommendations, demonstrating that calculators can serve as valuable aids in developing mathematical understanding when integrated thoughtfully into instruction.

Overall, the research contributes to the ongoing conversation about technology in mathematics education by providing empirical support for the careful and balanced use of calculators in middle school classrooms. It highlights both the pedagogical benefits and the importance of maintaining emphasis on conceptual learning, aligning with NCTM’s long-standing position on the role of technology in mathematics teaching.

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