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ERIC Number: ED180764
Record Type: Non-Journal
Publication Date: 1979-Sep
Pages: 353
Abstractor: N/A
Reference Count: N/A
The Effect of Calculator Supplemented Instruction Upon the Arithmetic Achievement of Second and Third Graders.
Moser, James M.
This study was an attempt to provide some evidence on the effects of calculator usage with primary-age children. Specifically, the study compared the performance of children who had access to calculators for an extended period of time, and whose teachers used calculators in specified instructional ways, with children who did not have access to calculators within their daily mathematics lessons. Comparison was made on the performance on experimenter-made tests of arithmetic achievement in the areas of computation and place value. The intent was to study the effect of use of calculators within the context of the regularly used classroom curriculum. The experiment began in the first week of October 1977 with the introduction of the use of calculators by the experimenter. It ended with the final posttest administered in mid-May 1978. At the second-grade level, no statistically significant differences were noted between treatment groups except in the area of subtraction of 1-, 2-, and 3-digit numbers, where the experimental group did better. At the third-grade level, no statistically significant results were found except in the area of place value and division, where again the experimental groups did better. (Author/MK)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.