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ERIC Number: EJ1004096
Record Type: Journal
Publication Date: 2013-Jul
Pages: 17
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0013-1954
Examining Calculator Use among Students with and without Disabilities Educated with Different Mathematical Curricula
Bouck, Emily C.; Joshi, Gauri S.; Johnson, Linley
Educational Studies in Mathematics, v83 n3 p369-385 Jul 2013
This study assessed if students with and without disabilities used calculators (fourfunction, scientific, or graphing) to solve mathematics assessment problems and whether using calculators improved their performance. Participants were sixth and seventh-grade students educated with either National Science Foundation (NSF)-funded or traditional mathematics curriculum materials. Students solved multiple choice and open-ended problems based on items from the State's released previous assessments. A linear mixed model was conducted for each grade to analyze the factors impacting students' self-reported calculator use. Chi Square tests were also performed on both grade's data to determine the relationship between using a calculator and correctly solving problems. Results suggested only time as a main factor impacting calculator use and students who self-reported using a calculator were more likely to answer questions correctly. The results have implications for practice given the controversy over calculator use by students both with and without disabilities.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A