Running head: GRAPHING CALCULATORS IN THE CLASSROOM

Graphing Calculator In The Cla roo!: I!pro"ing Student Attitude # Moti"ation# and Con$idence in Mathe!atic

Aleah Al%Sad Uni"er it& o$ St' Tho!a

Re earch Pro$e or: (r' Michael )ein!an April# *+,-

GRAPHING CALCULATORS IN THE CLASSROOM

Ta.le o$ Content A. tract Chapter ,: Introduction Pro.le! State!ent Sel$ Re$lection Re earch 2ue tion and (e ign 4aria.le and population o$ intere t Educational and Social Signi$icance o$ the Stud& Chapter *: Literature Re"ie6 Moti"ation Supporti"e $actor Meaning$ul acti"itie Teacher Practice in Mathe!atic 7a!il& .ac8ground Re$or!%!inded in truction Teacher 9 !athe!atical 8no6ledge Calculator U e and Achie"e!ent Mathe!atical rea oning Pro.le!% ol"ing per$or!ance Calculator U e and Moti"ation Conclu ion Chapter -: Method Sa!ple / 0 0 1 3 3 5 ,+ ,+ ,+ ,* ,,,/ ,0 ,1 ,1 ,3 ,5 *+ *,

GRAPHING CALCULATORS IN THE CLASSROOM *, Mea ure (e ign Procedure (ata Anal& i Plan Ethical I ue Chapter /: Re ult Mathe!atical Sel$%con$idence Mathe!atical En:o&!ent Mathe!atical ;eha"ior Mathe!atical ;elie$ Chapter 0: Interpretation o$ 7inding Strength and Li!itation Reco!!endation and Action Planning Re$erence Appendi= *, ** **/ */ *0 *0 *1 *1 *3 *5 *< -+ -* -/

GRAPHING CALCULATORS IN THE CLASSROOM

A. tract Student attitude # !oti"ation# and con$idence le"el are :u t a e ential to educational ucce a 8ill% et and 8no6ledge .a e in toda&9 chool & te!' School re$or! ha

.rought the u e o$ technolog& to the $ore$ront o$ toda&9 !ath and cience cla roo! in order to i!pro"e acade!ic achie"e!ent# .ut little re earch ha .een conducted to deter!ine the i!pact thi technolog& can ha"e on a tudent 9 el$%e$$icac&' The purpo e o$ thi tud& 6a to a e the e$$ect on tudent attitude # !oti"ation# and con$idence

le"el $ro! the u e o$ graphing calculator in a !iddle chool !athe!atic cla roo!' Thi tud& !ea ured the e$$ect o$ graphing calculator u age .& di tri.uting a Li8ert cale

ur"e& to a a!ple o$ 35 e"enth grade .o& and girl in a lo6%inco!e# Title I !iddle chool a$ter i= 6ee8 o$ dail& u e o$ graphing calculator in the !athe!atic cla roo!' Re ult o$ the ur"e& $ound an increa e in tudent el$%percei"ed > trength? and con$idence a a !athe!atic tudent a$ter i= 6ee8 o$ graphing calculator u e# .ut no

igni$icant increa e in tudent attitude and en:o&!ent in cla '

GRAPHING CALCULATORS IN THE CLASSROOM

Chapter 1 Introduction Problem Statement >Neglect o$ !athe!atic 6or8 in:ur& to all 8no6ledge# ince he 6ho i ignorant o$ it cannot 8no6 the other cience or the thing o$ the 6orld#? @;acon# n'd'A' Thi pro$ound tate!ent# !ade .& philo opher Roger ;acon# depicted the underl&ing principle that !ath teacher acro the countr& tr& o de peratel& to con"e&: learning !ath i not

onl& i!portant in chool# .ut out ide o$ chool a 6ell' Educator and in tructor 6or8 dail& to engage and challenge tudent 6ith real%6orld connection to !athe!atic ' Beeping tudent intere ted# ho6e"er# can .e a truggle' According to the *++0 report o$ the ;u ine %Higher Education 7oru!# >A Co!!it!ent to A!erica9 7uture: Re ponding to the Cri i in Mathe!atic C Science Education#? ** percent o$ college $re h!en !u t ta8e re!edial !ath cour e # and le than hal$ o$ the tudent 6ho plan to

!a:or in cience or engineering actuall& co!plete a !a:or in tho e $ield ' Mathe!atic can .e a $ear$ul u.:ect $or tudent 6ho ha"e hi toricall& truggled throughout their pri!ar& &ear ' Learning concept that reDuire .oth concrete and a. tract thin8ing# &nthe iEing in$or!ation# and re!aining patient and per i tent throughout the learning proce can .e di$$icult $or tudent in an& grade le"el' Thi truggle can a$$ect a

tudent9 con$idence# attitude# and percei"ed a.ilit& in !ath cla ' )hile o!e tudent !a& under tand the concept and o.:ecti"e taught in cla # !athe!atic till !a& not .e

a u.:ect the& are e=cited to learn e"er& da& F and it i 6ell 8no6n that !oti"ation i

GRAPHING CALCULATORS IN THE CLASSROOM

nece ar& $or a tudent to .e ucce $ul in cla ' A the United State e!pha iEe it need $or inno"ation and e!plo&ee in !ath# cience# and engineering# chool di trict acro the nation are u ing technolog& in cla roo! to aid tudent achie"e!ent' Re earch ha ho6n that the u e o$ technolog& in the cla roo! can po iti"el& e$$ect tudent achie"e!ent in addition to i!pro"ing pro.le! ol"ing and !athe!atical rea oning 8ill @Guerrero C )al8er# *++/A' It i not onl& i!portant $or tudent to !a8e the grade# ho6e"er' Educator 6ant tudent to $eel !oti"ated and pa ionate $or cience# technolog&# engineering# and !athe!atic @STEMA learning a 6ell' Thi re earch e=a!ined the u e o$ technolog& in a !iddle chool !ath cla roo! through the $ollo6ing Due tion: )ill the u e o$ graphing calculator in a lo6%inco!e !iddle chool cla roo! po iti"el& a$$ect tudent attitude# !oti"ation# and con$idence in !athe!atic G Self Reflection A a 3th grade Pre%AP !ath and Alge.ra I teacher F a 6ell a a !athe!atic enthu ia t F it i a con tant truggle to help !& tudent de"elop a lo"e $or the u.:ect' )hile !an& 6ere pro$icient in !ath and "ie6ed it a o!ething the& could >do?# I

6anted !athe!atic to .e o!ething the& actuall& en:o&ed' Engaging and !oti"ating !iddle chool tudent i a daunting ta 8# and tudent at that age .eg $or connection to the real 6orld' Other6i e# the !aterial i "ie6ed a irrele"ant and u ele ' Man& teacher atte!pt to u e ela.orate pro:ect and tation%6or8 a !oti"ation $or tudent to participate# .ut the e atte!pt do not addre STEM $ield ' 7ro! thi tud&# I hoped to gain in ight into 6a& that technological tool can the underl&ing i ue: a lac8 o$ intere t in

a$$ect tudent .eha"ior and attitude to6ard !athe!atic ' Re earch ha indicated that

GRAPHING CALCULATORS IN THE CLASSROOM there are pro"en correlation .et6een calculator u e and pro.le! ol"ing 8ill and cla roo! achie"e!ent# .ut I 6a pri!aril& concerned 6ith tudent !oti"ation#

con$idence# and outloo8 in !athe!atic ' I hoped that .& u ing graphing calculator in the cla roo!# !& tudent 6ould en:o& their cla roo! e=perience and .eco!e $urther in pired to approach cience# technolog&# engineering and !athe!atic 6ith rene6ed "igor and per i tence' ;& a i ting !& tudent to e=perience ucce earl& on in the cla roo!# I could

help to .uild their el$%con$idence and de ire to e=tend their learning .e&ond high chool' Thi 6a .a ed upon theorie o$ !oti"ation and el$%e$$icac& pro!oted .& (ri coll @,<</A' According to (ri coll9 re earch# tudent !oti"ation co!e $ro! one9 .elie$ a.out hi! or her el$ in relation to a ta 89 di$$icult and outco!e' )hen a tudent ucceed at a ta 8# he or he $eel ati $action' Sel$%e$$icac& i there.& increa ed# and the

ne6l& acDuired 8ill or 8no6ledge i applied in e"er&da& li$e @(ri coll# ,<</A' It 6a !& hope that the ati $action and ucce e=perienced 6ith the a i tance o$ a technological

tool 6ould lead to greater curio it& and appreciation $or !athe!atic in !& tudent 9 $uture ' Research Question and Design ;a ed on pre"iou re earch o$ technolog& e$$ecti"ene in the cla roo!# I

.elie"ed that the con i tent u e o$ calculator in a !athe!atic cla roo! 6ould igni$icantl& increa e tudent con$idence# !oti"ation# and attitude to6ard !ath' Thi increa e in attitude# con$idence# and !oti"ation 6ould .e e"ident in the anal& i o$ a $i"e% point Li8ert cale ur"e& that !ea ured tudent $eeling # perception # opinion and e=perience a$ter i= 6ee8 o$ calculator u age in the cla roo!' Thi Dualitati"e re earch

GRAPHING CALCULATORS IN THE CLASSROOM 6a de"eloped u ing grounded theor&H !& theor& o$ i!pro"ed attitude# con$idence# and !oti"ation 6a generaliEed $ro! the peci$ic data collected $ro! each participant' Variables and population of interest. The participant in thi

tud& 6ere e"enth

grader in a large ur.an pu.lic !iddle chool' Acade!icall&# the e tudent ranged $ro! high achie"e!ent to !oderate achie"e!ent# and all 6ere a part o$ the MagnetIPre%AP progra! at thi !iddle chool' Predo!inatel&# the tudent 6ere la.eled At%Ri 8 a 6ell a Engli h Language Learner 6ithin the Engli h a a Second Language @ESLA progra!' All tudent Duali$ied to recei"e $ree and reduced price !eal # and the entire !iddle chool 6a la.eled a a Title I chool' Student attended !ath cla e"er& da& o$ the

6ee8 $or <+ !inute each da&# 6hich totaled /0+ !inute o$ !ath in truction e"er& 6ee8' Graphing calculator 6ere u ed a a tool to a i t in truction $or i= 6ee8 in three e"enth grade cla roo! o$ appro=i!atel& -+ tudent each' Throughout each 6ee8# tudent 6ere encouraged to u e their calculator a tool to a i t their 6or8 on co!putation a 6ell a a !odel to de!on trate rational nu!.er relation hip throughout each o.:ecti"e' Student 6ere al o encouraged to u e calculator to a i t in pro.le! ol"ing trategie in order to a"oid co!putational error ' The goal o$ thi re earch 6a to gain an under tanding o$ 6hether or not graphing calculator could i!pro"e tudent attitude to6ard !athe!atic a 6ell a !oti"ation $or learning' Student attitude and !oti"ation le"el 6ere docu!ented through the u e o$ a 0%point Li8ert cale ur"e& that 6a di tri.uted at the end o$ the i=%6ee8 re earch period' Educational and Social Significance of the Study )hile it i clear that the United State !u t 6or8 to educate all tudent and encourage !ore to pur ue the $ield o$ cience# technolog&# engineering# and

GRAPHING CALCULATORS IN THE CLASSROOM !athe!atic # there i a greater need to upport and encourage tudent in lo6%inco!e area 6ho are other6i e la.eled a At%Ri 8' Thorough e=a!ination o$ calculator and technolog& u e 6ill help educator and educational leader deter!ine i$ in"e t!ent in technolog& i producti"e and u e$ul $or their tudent ' SRI International @N(A a ert that in order to a i t tudent in !athe!atic at lo6%per$or!ing chool # a nu!.er o$ trategie !u t .e utiliEed F including "ariou pedagog& and in tructional approache ' >In a recent large% cale cienti$ic tud&# cla roo! net6or8 technolog& ha .een ho6n to .e e$$ecti"e in increa ing tudent Alge.ra core .& increa ing $or!ati"e a e !ent#? @SRI International# N(A' Technolog& pro"ide opportunitie $or teacher to chec8 on tudent progre !ultiple

<

ti!e throughout the da&# 6hich can lead to !ore producti"e and ti!el& inter"ention $or tudent 6ho are truggling' Ellington @*++-A $ound that tudent 6ho u ed graphing calculator in !ath had igni$icantl& .etter attitude to6ard !athe!atic than tudent 6ho did not u e technolog& during in truction' ;& pro"iding calculator # teacher are allo6ing tudent to .eco!e !ore re pon i.le $or their learningH graphing calculator gi"e tudent a chance to a e their o6n learning and loo8 at their !i ta8e 6hile conducting in"e tigation at

the a!e ti!e' Additionall&# the e po iti"e attitude generated .& the u e o$ technolog& in cla can al o lead to !ore per i tence and deter!ination 6hile approaching tough

pro.le! ' It 6a hoped that thi re earch tud& 6ould produce the e po iti"e attitude and !a8e a .ene$icial i!pact on the participant in"ol"ed in addition to the educational co!!unit& a a 6hole'

GRAPHING CALCULATORS IN THE CLASSROOM Chapter !iterature Re"ie# The u e o$ a graphing calculator in !ath cla roo! i o$ten de.ated and e=plored# and teacher opinion on it u e$ulne and i!pact on achie"e!ent are Duite

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"aried' Re earch ha $ound# ho6e"er# that technolog& F and calculator in particular F can not onl& rai e tudent achie"e!ent .ut their attitude and !oti"ation in !ath cla roo! a 6ell' The $ollo6ing literature re"ie6 6ill di cu internal and e=ternal $actor that

in$luence and !oti"ate a lo6%inco!e tudent to achie"e 6hile attending an ur.an chool' Thi paper 6ill then anal&Ee e$$ecti"e practice that are u ed in !ath cla roo! to a i t high%po"ert& ur.an tudent in the !iddle and upper grade ' Ne=t# three e=a!ple o$ calculator u e in !ath cla roo! 6ill ho6 ho6 tudent 9 pro.le!% ol"ing a.ilitie and general achie"e!ent in the cla roo! .ene$it $ro! the con i tent u e o$ calculator ' 7inall&# t6o tudie di cu ing the "alue o$ calculator and the re ulting i!pro"e!ent o$ tudent !oti"ation and attitude 6ill .e e=plored' $oti"ation The $ir t ection o$ thi chapter 6ill di cu the internal and e=ternal $actor that

in$luence and !oti"ate lo6%inco!e tudent to achie"e in chool' )ith an i!!ea ura.le a!ount o$ out ide $actor that di tract the e tudent on a dail& .a i # it i "ital that teacher identi$& trategie and practice that can !oti"ate high%po"ert& tudent to re!ain $ocu ed e"er& da& in the cla roo!' Supporti"e factors. In order to deter!ine the $actor that po iti"el& in$luence tudent $ro! di"er e lo6%inco!e .ac8ground # one !u t anal&Ee the .eha"ior and

GRAPHING CALCULATORS IN THE CLASSROOM

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attitude o$ high%achie"ing !inorit& tudent $ro! i!ilar .ac8ground ' Re earcher ha"e di co"ered that there are Duite a $e6 characteri tic and e=perience that high%achie"ing !inorit& tudent ha"e in co!!on' The !o t i!portant part o$ their e=perience i t6o% $old: ha"ing a trong# !eaning$ul relation hip 6ith their teacher# and under tanding that e"er& educator hold the highe t o$ e=pectation $or the! @Ba&lor and 7lore # *++3A' In addition to thi # the e tudent reported $eeling ph& icall& and e!otionall& a$e 6ithin their chool' Student 9 .a ic need !u t .e !et .e$ore the& 6ill .e read& to learn' Supporti"e relation hip at ho!e and at chool helped the e tudent $eel a en e o$ .elonging 6ithin their educational co!!unit&' Ba&lor and 7lore al o $ound that goal orientation 6a integral to acade!ic achie"e!ent a!ong !inorit& tudent ' )hen tudent et their o6n goal # attach !eaning to the!# and e"entuall& reach their goal #

the& are !ore li8el& to !aintain thi goal%dri"en !ind et' U ing thi in$or!ation# Ba&lor and 7lore conducted a tud& co!paring the e$$ect o$ t6o progra! de igned to increa e acade!ic !oti"ation a!ong t lo6%inco!e tudent ' One group recei"ed in truction $ro! a progra! de igned .& ph& ical education teacher # 6hile the other group recei"ed in truction $ro! the Po i.le Sel"e progra! F a progra! de igned around etting goal and creating a plan to !eet tho e goal ' Ulti!atel&# Ba&lor and 7lore di co"ered that neither progra! indicated a di$$erence in the tudent 9 hope $or the $uture# nor did the progra! a$$ect grade point a"erage or achie"e!ent le"el ' A !a:or li!itation in Ba&lor and 7lore 9 article lie in the $act that the re earcher onl& conducted the progra! in one high chool in an ur.an di trict' Thi a!ple iEe

!a& ha"e .een too !all to trul& anal&Ee the e$$ect that Po i.le Sel"e !a& ha"e upon

GRAPHING CALCULATORS IN THE CLASSROOM lo6%inco!e !inorit& tudent ' Additionall&# onl& /3 tudent

,* ucce $ull& co!pleted the

tud& due to con$licting cour e chedule # drop%out # and e=ce i"e a. ence ' It i al o li8el& that conducting the tud& o"er a hort period o$ ti!e F onl& ,* 6ee8 F i!pacted it e$$ecti"ene a 6ell'

Although the outright e$$ect on tudent 9 achie"e!ent le"el and hope $or the $uture 6ere not po iti"e# the $ocu on goal% etting did cau e !an& tudent to re pond that the& $elt cared $or and upported 6hile part o$ the Po i.le Sel"e progra!' Participant reported that the& $elt !ore !oti"ated to6ard acade!ic and !an& reported that the& under tood ho6 i!portant it 6a to et goal in their li"e ' Ba&lor and 7lore 9 tud& i an i!portant part in the continued anal& i o$ upporti"e $orce that in$luence lo6%inco!e tudent !oti"ation' $eaningful acti"ities. In addition to interper onal relation hip and upporti"e $actor in the cla roo!# the a!ount o$ !eaning and purpo e that tudent attach to their 6or8 can po iti"el& a$$ect their !oti"ation le"el in high%po"ert& etting ' Benned& @*++<A conducted a tud& in a high%po"ert& :unior high chool in (u.lin# Ireland# to deter!ine ho6 change to the in tructional progra! could a$$ect tudent !oti"ation# engage!ent# and el$%e$$icac&' The tud& 6a conducted o"er a t6o &ear period o$ ti!e and the re earcher 6or8ed clo el& 6ith all teacher to .uild a pro$e ional learning co!!unit& that $ocu ed on .uilding a literac& $ra!e6or8 .a ed on their tudent 9 need ' Benned&9 e=tended period o$ ti!e 6ith the chool lend credi.ilit& and accurac& to hi tud&# and hi a!ple iEe o$ e"er& cla in the chool i al o an ad"antage to hi 6or8'

Teacher o. er"ed dra!atic increa e in tudent !oti"ation and engage!ent in the cla roo!# and !an& attri.uted thi to the ti!e that 6a ta8en to de"elop tudent

GRAPHING CALCULATORS IN THE CLASSROOM intere t # pro"iding choice to tudent # and de"eloping !eaning$ul acti"itie that 6ere

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geared to6ard topic that tudent de ired to learn' ;& pro"iding choice and li tening to tudent pre$erence # teacher allo6ed tudent to ta8e o6ner hip o$ their o6n learning in the cla roo!' A a re ult# !an& tudent 6ere !ore 6illing to el$%a e and el$%

regulate their thin8ing 6hile re!aining per i tent 6hen gi"en a di$$icult pro.le! or Due tion' Additionall&# Benned& @*++<A report that the $ocu on pro"iding a !ultitude o$ trategie to ol"e pro.le! allo6ed tudent to $eel e!po6ered and con$ident 6hen the& realiEed that the& had !an& tool at their di po al to help conDuer challenge ' Pro"iding conte=t and !eaning in the cla roo! i an i!portant $actor in tudent !oti"ation# particularl& $or tho e in high%po"ert& chool' Benned&9 tud& i another

integral part in thi re earch and it i particularl& rele"ant $or tho e truggling to .uild !oti"ation and con$idence in tudent ' %eacher Practices in $athematics )hile re earcher are $inding co!!on characteri tic and trategie u ed to .uild !oti"ation in lo6%inco!e tudent # it i i!portant to loo8 at peci$ic practice and $actor in !athe!atic that .uild upon thi !oti"ation and that encourage tudent to thin8 criticall&' &amily bac'ground. A an educator# it i co!!on to hear $ello6 teacher and ad!ini trator la!ent the lac8 o$ upport $ro! parent and $a!il& $or a tudent9 .eha"ioral and acade!ic ucce ' Re earch conducted .& T ai and )al.erg @,<5-A $ind that achie"e!ent can .e igni$icantl& a ociated 6ith certain ho!e $actor and $a!il& .ac8ground indicator that particularl& a$$ect achie"e!ent in the !athe!atic cla roo!' T ai and )al.erg o.tained data $ro! a a!ple o$ *#-15 ,-%&ear%old tudent 6ho

GRAPHING CALCULATORS IN THE CLASSROOM participated in the National A e !ent o$ Educational Progre in ,<33%35' Thi data#

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co!po ed o$ tudent ur"e& and a e !ent core # 6a di aggregated and anal&Eed in order to $ind connection .et6een $a!il& .ac8ground and !athe!atic achie"e!ent' The re earcher $ound that ho!e li$e i critical to tudent ucce # and that parent o$ high education are a.le to pro"ide ti!ulation and conte=tual e=perience that aid and de"elop !athe!atical under tanding at an earl& age' O$ cour e# the e $inding are not ne6 to toda&9 educator # .ut the i!plication are "er& clear: though a teacher cannot control the ho!e li$e or .ac8ground that hi or her tudent9 !a& .e rai ed in# teacher and chool co!!unitie can 6or8 and cooperate 6ith $a!ilie and tru ted adult to increa e the intellectual en"iron!ent o$ the ho!e' 7or tho e tudent 6ho e parent and $a!ilie are unreacha.le# teacher and ad!ini trator !u t tri"e to de"elop le on and acti"itie in and out ide o$ the cla roo! that pro"ide rich conte=t $or !athe!atical ituation ' Reform(minded instruction. A ide $ro! conte=t and ti!ulation out ide o$ the cla roo!# re earcher Stipe8# Gi""in# and Sal!on @,<<5A di co"ered that re$or!%!inded in truction in the cla roo! po iti"el& a$$ected !oti"ation in !athe!atic a!ong predo!inatel& lo6%inco!e tudent ' The re earcher a e ed */ upper ele!entar& chool teacher $or their practice u ed in !athe!atic in truction' T6o group o$ the e teacher attended pro$e ional de"elop!ent 6or8 hop $ocu ed on inter"ention in the cla roo!# 6hile a third group continued to teach according to the te=t.oo8 and 6ithout an& inter"ention ' The $ir t t6o group # re$erred to a re$or!%!inded# de"eloped practice that $ocu ed on tudent !a ter&# e$$ort# and under tanding' Additionall&# the e teacher $ocu ed on creating tudent autono!& and de"eloping a a$e cla roo!

GRAPHING CALCULATORS IN THE CLASSROOM

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en"iron!ent $or their tudent ' The third group o$ traditional teacher placed !ore $ocu on per$or!ance and te t core ' The re earcher $ound that the re$or!%!inded group had the !o t po iti"e i!pact on tudent 9 el$%con$idence in their a.ilit& to learn !athe!atic ' The e tudent 6ere !ore e!otionall& engaged in their learning and 6ere !o t li8el& to .e o. er"ed di cu ing !ath 6ith each other in the cla roo!# a oppo ed to their ocial li"e or other o$$%ta 8 con"er ation ' Thi re earch $ro! Stipe8# Gi""in# and Sal!on @,<<5A pro"ide trong e"idence

that a $ocu on learning and under tanding# a oppo ed to ole $ocu on per$or!ance# create a p &chologicall& a$e en"iron!ent 6here tudent are !oti"ated to learn and di pla& their 8no6ledge' It i i!portant to note that tudent $ro! lo6%inco!e .ac8ground do not ee! to .ene$it $ro! the traditional !ethod o$ teaching that !an& educator gre6 up 6ith the! el"e ' %eachers) mathematical 'no#ledge. Re earch conducted .& Hill# Ro6an# and ;all @*++0A e=plored 6hether a teacher9 !athe!atical 8no6ledge a$$ected tudent !oti"ation and achie"e!ent in the cla roo!' The re earcher collected ur"e& and tudent achie"e!ent data $ro! tudent and teacher in ,,0 ele!entar& chool acro countr&' All chool 6ere o$ co!po ed o$ di"er e tudent .ac8ground ' Teacher 6ho participated in the tud& co!pleted a Due tionnaire a.out their educational .ac8ground and other $actor that contri.uted to the re earcher 9 under tanding o$ each teacher9 content 8no6ledge' Though not all teacher returned the Due tionnaire# the $inding o$ the re earcher 6ere clear: a teacher9 !athe!atical 8no6ledge i directl& correlated to the !athe!atic achie"e!ent o$ hi or her tudent in the cla roo!' The iEe o$ the a!ple pace in thi tud& gi"e the author an ad"antage in the

GRAPHING CALCULATORS IN THE CLASSROOM

,1

accurac& and credi.ilit&# and the i!plication $or teaching and .e t practice could not .e clearer: in order to i!pro"e tudent !oti"ation and achie"e!ent in the cla roo!# teacher !u t 8no6 the content thoroughl&' Thi tud& e!pha iEe the need $or teacher

to operate a li$e%long learner # and it encourage di trict and depart!ent to pro"ide !ore pro$e ional de"elop!ent opportunitie $or teacher to enhance their 8no6ledge and e=pand their learning o$ !athe!atic ' A$ter all# the !o t i!portant part o$ a cla roo! i the teacherH trong teacher ha"e an incredi.le e$$ect on tudent achie"e!ent and !oti"ation' Calculator *se and +chie"ement The e$$ect o$ !oti"ation on learning i c&clical: a tudent .eco!e !oti"ated to tudent learn and

learn# the& ha"e higher chance o$ achie"ing in the cla roo!' A

achie"e !ore# then the& de"elop e"en higher le"el o$ !oti"ation and de ire $or 8no6ledge' Thi ection 6ill e=a!ine three tudie o$ calculator u age in the cla roo!

and ho6 it i po iti"el& i!pacted tudent achie"e!ent# 6ith the hope and a u!ption that higher achie"e!ent le"el ha"e increa ed !oti"ation le"el a 6ell' $athematical reasoning. A our nation ha narro6ed it $ocu on inno"ation and technolog&# calculator u e i .eco!ing progre i"el& !ore pro!inent in econdar& cla roo! acro the countr&' Noticing thi trend# re earcher ;ridge!an# Har"e&# and

;ra 6ell @,<<0A et out to deter!ine the e$$ect that calculator u e had on one o$ the !o t i!portant e=a! a tudent 6ill $ace: the SAT' Their a!ple con i ted o$ ,,#/03 high chool :unior 6ho indicated that the& intended to go to college' The e tudent 6ere gi"en an e=a! 6ith 3+ SAT !ath Due tion H a rando! hal$ 6ere elected to u e a calculator# 6hile the other hal$ could not' The re ult o$ thi tud& ugge ted that tho e

GRAPHING CALCULATORS IN THE CLASSROOM tudent 6ho 6ere routinel& e=po ed to calculator in the cla roo! .ene$ited $ro! calculator u e on the e=a!' The u e o$ a calculator on the e=a! re ulted in a !ode t

,3

core increa e a oppo ed to the group 6ithout the!' Additionall&# the re earcher $ound that te t ite! can .e a .etter !ea ure o$ !athe!atical rea oning in tudent .& pro"iding calculator H thi 6a&# tudent a"oid i!ple co!putation error and educator can trul& !ea ure their under tanding and rea oning F the !ain $ocu o$ the e=a!' Problem(sol"ing performance. T6o tudie ha"e .een conducted regarding the relation hip .et6een calculator u e in the cla roo! and tudent pro.le!% ol"ing 8ill and per$or!ance' The $ir t# conducted .& SEetela and Super @,<53A# anal&Eed the cla roo! o$ /* e"enth grade cla e $or an entire chool &ear' The chool de!ographic 6ere con idered to .e ur.an%rural# 6ith light indu tr& and agriculture a !a:or ource o$ it econo!&' The e cla roo! 6ere di"ided into three group : ,/ u ing pro.le! ol"ing trategie 6ith calculator # ,+ u ing pro.le! ol"ing trategie 6ithout calculator # and ,5 u ing no pecial pro.le! ol"ing trategie or calculator ' A co!.ination o$ !ultiple choice and open re pon e ite! 6ere u ed to a e pro.le!

ol"ing a.ilit&# and teacher Due tionnaire 6ere u ed to gauge teacher perception o$ pro.le! ol"ing a.ilit& in the cla roo!' At the end o$ the chool &ear# SEetela and Super $ound that the t6o group u ing pecial pro.le! ol"ing trategie cored igni$icantl& higher than the third group on

pro.le!% ol"ing per$or!ance' E"en !ore i!portantl&# SEetela and Super di co"ered that the calculator group cored igni$icantl& higher than the other t6o group on attitude to6ard pro.le! ol"ing a 6ell a pencil%and%paper co!putation' The re earcher in$er that calculator and technolog& !a& increa e tudent attention to pro.le!% ol"ing

GRAPHING CALCULATORS IN THE CLASSROOM proce e '

,5

The econd tud& that $ocu ed on calculator u age and pro.le!% ol"ing 8ill 6a conducted .& )heatle& @,<5+A' A group o$ // i=th grader 6ere di"ided into t6o group : one 6ith calculator and one 6ithout' ;oth group 6ere taught .& the a!e in tructor' Each cla 6a regularl& taught pro.le! ol"ing trategie H one group u ed

calculator to a i t in pro.le! ol"ing 6hile the other did not' (ata 6a collected $or -+ in tructional da& ' )heatle&9 di co"er& 6a i!ilar to tho e o$ !athe!atical rea oning:

ince calculator allo6 tudent to a"oid co!putational error # u ing calculator in the cla roo! actuall& $acilitate the pro.le! ol"ing proce ' Tho e tudent 6ith calculator e=hi.ited ,0* $acilitati"e proce e 6hile tho e 6ithout onl& e=hi.ited ,+/' U ing calculator in the cla roo! allo6ed tudent to $ocu !ore on the approach to the pro.le! rather than the co!putation it el$' ;oth !athe!atical rea oning and pro.le!% ol"ing a.ilit& ha .een enhanced in "ariou cla roo! .& calculator u age# and achie"e!ent ha increa ed a a re ult o$ thi practice' Mathe!atic in tructor truggle to encourage critical thin8ing and pro.le!

ol"ing 6hile en uring their tudent al o under tand .a ic co!putation $act ' Calculator u age ee! to aid teacher in their e$$ort and regular u e o$ the e tool can help tudent de"elop the 8ill to .eco!e true inno"ator in the $uture' Calculator *se and $oti"ation )hile calculator ha"e .een $ound to increa e achie"e!ent in cla roo! # it i the purpo e o$ thi paper to deter!ine i$ the e tool al o ha"e a po iti"e i!pact on a tudent9 curio it&# de ire# and !oti"ation to learn !athe!atic ' The $ollo6ing t6o tudie loo8 at tudent 9 re ulting attitude a$ter e=periencing cla roo! in truction 6ith calculator '

GRAPHING CALCULATORS IN THE CLASSROOM A recent tud& conducted .& Ellington @*++-A anal&Eed the data re ulting $ro! eDui"alent !ethod o$ !athe!atic in truction in t6o di$$erent cla roo! H one group

,<

6a per!itted to u e calculator 6hile the other group 6a not' Ellington conducted po t% e"aluation to !ea ure the e$$ect o$ calculator u e in the cla roo! # and her $inding 6ere igni$icant: the operational and pro.le!% ol"ing 8ill o$ tudent i!pro"ed 6hen calculator 6ere per!itted in the cla roo! and 6hen the e tool 6ere u ed regularl& in the cla roo! and during te ting' Additionall&# Ellington conclude that calculator u e did not hinder the de"elop!ent o$ !athe!atical 8ill F a concern that !an& !ath teacher !ention 6hen a 8ed a.out their opinion o$ calculator ' Ellington9 !o t i!portant $inding# ho6e"er# i related to thi paper9 topic: tudent u ing calculator had .etter attitude to6ard !athe!atic than tho e 6ho did not' Allo6ing tudent to u e calculator $or < 6ee8 or !ore led to the !o t i!pro"e!ent in po iti"e attitude to6ard !athe!atic ' Thi i!pro"e!ent in attitude !a& te! $ro! the $act that tudent 6ere gi"en !ore $reedo! to en:o& the challenge o$ pro.le!% ol"ing and critical thin8ing in tead o$ $eeling .urdened 6ith pencil%and%paper calculation that prohi.it !an& tudent $ro! $inding ucce ' Ellington9 tud& i .ol tered .& the nu!.er o$ ca e he u ed to anal&Ee

calculator u age: he gathered data $ro! 0/ tudie ' Her reco!!endation indicate that calculator hould .e e!pha iEed 6hile teaching pro.le!% ol"ing 8ill to !iddle and hould de ign le on that e=plore !athe!atical

high chool tudent # and teacher

operation and procedure 6ith calculator ' In a $inal o"er"ie6 .& Raine and Clar8 @*+,,A# the author cited e"eral tudie that $ound technolog& could !oti"ate tudent to learn in !athe!atic cla roo! '

GRAPHING CALCULATORS IN THE CLASSROOM According to Raine and Clar8 @*+,,A# >6hen graphing calculator are included in the learning proce # tudent can approach pro.le! u ing techniDue that uit the! .e t#

*+

6hich re ult in .etter per$or!ance and increa ed con$idence? @p' ,A' In their tud& o$ the topic# the author $ound that calculator u e in the cla roo! not onl& i!pro"ed achie"e!ent .ut it al o e!po6ered tudent in their learning and allo6ed the! to e=plore !ore di$$icult pro.le! ' Calculator reduce the a!ount o$ ti!e pent on tediou co!putation and the& .uild tudent 9 .elie$ that the& can learn !athe!atic ' Additionall&# tudent 6ith calculator 6ere !ore e=cited to learn and 6ere !ore in"ol"ed in the cla roo! a a re ult o$ their con$idence and i!pro"ed attitude ' Conclusion Each o$ the article in thi chapter guide the reader to under tand !oti"ation $actor $or tudent # .e t practice $or !oti"ating and helping lo6%inco!e tudent to achie"e# u ing calculator in the cla roo! a a .e t practice to i!pro"e achie"e!ent# and $inall& u ing calculator to i!pro"e tudent attitude and !oti"ation 6hile helping lo6%inco!e realiEe that the& can achie"e in !athe!atic ' Ulti!atel& it i i!portant $or educator to .uild tudent intere t and con$idence in !ath and cience F t6o $ield o$ education that 6ill urel& encourage our nation9 gro6th'

Chapter , $ethod

GRAPHING CALCULATORS IN THE CLASSROOM Sample The a!ple $or thi tud& 6a co!po ed o$ three 3th grade !athe!atic

*,

cla roo! in an ur.an Title I !iddle chool' The age o$ participant ranged $ro! ,+ to ,* &ear old# and each cla total participant in thi con i ted o$ .oth !ale and $e!ale tudent ' There 6ere 35

tud&' All three cla e 6ere la.eled Pre%AP Mathe!atic #

indicating that the pace o$ in truction 6a Duic8er and the .readth o$ curriculu! 6a !ore rigorou than a nor!al 3th grade !athe!atic cla roo!' Con"enience a!pling 6a u ed in thi tud&# a all participant 6ere tudent in the re earcher9 cla roo! $or

the *+,*%*+,- chool &ear' Participant 6ere a igned to the re earcher at the end o$ the pre"iou chool &ear' A con ent and a ent $or! 6a di tri.uted and collected $ro! all

participant in the tud& to en ure tran parenc& and parental per!i ion .e$ore the tud& .egan' $easures Onl& one ur"e& 6a conducted 6ithin the cope o$ thi re earch to deter!ine change in tudent 9 a$ore!entioned attitude # .eha"ior # and le"el o$ !oti"ation a$ter the continued u e o$ graphing calculator ' The e ur"e& u ed a $i"e%point Li8ert Scale' ;& u ing the a!e Li8ert Scale ur"e& $or each cla 6a en ured' Design Thi Dualitati"e re earch u ed ur"e& !ethodolog& to addre the guiding in thi tud&# relia.ilit& and "alidit&

Due tion at hand' The re earcher u ed the a$ore!entioned ur"e& to deter!ine tudent attitude .e$ore and a$ter the re earch 6a conducted# a 6ell a in$or!al o. er"ation and con"er ation 6ith tudent a.out their e=perience and attitude to6ard !athe!atic

GRAPHING CALCULATORS IN THE CLASSROOM to de"elop an a ertion or the!e a.out the e$$ect o$ graphing calculator u age in the cla roo!' Thi ur"e& !ethodolog& de ign ha .een cho en due to the longitudinal

**

e=a!ination o$ the u.:ect that the re earcher 6ill u e to detail an o.:ecti"e theor&' Minor threat to "alidit& concerned the re earcher 6hile de igning thi e=peri!ent' Internal "alidit& 6a threatened due to !aturationH participant could ha"e i!pro"ed their attitude and !oti"ation to6ard !athe!atic o"er ti!e# regardle o$

treat!ent' Additionall&# internal "alidit& could ha"e .een threatened due to e=peri!ental !ortalit&' I$ a participant tran $erred out o$ the chool or into another cla roo!# thi a$$ected re earch data' A threat to in tru!ental "alidit& 6a addre ed .& co!paring the Li8ert Scale ur"e& to other in tru!ent u ed to !ea ure attitude in out ide re earch tudie that 6ere pro"en to .e "alid' The re earcher al o ac8no6ledged that e=ternal "alidit& 6a threatened during thi tud& due to de!and characteri tic : the re earcher9 thi threat#

po iti"e relation hip 6ith the u.:ect prior to the re earch tud&' To addre

the re earcher en ured all participant that no identi$ier 6ere a"aila.le on the ur"e&# thu en uring that no tudent could ha"e atte!pted to i!pre 6ith hi or her an 6er ' Procedure The re earcher 6a the ole 3th grade !athe!atic in tructor $or the participant in the de ignated !iddle chool' She 6or8ed 6ith the e tudent $or the entire *+,*%*+,chool &ear# and he al o 6or8ed 6ith a $e6 tudent .e$ore and a$ter chool $or e=tracurricular acti"itie ' 7or the $ir t three grading c&cle o$ the chool &ear# appro=i!atel& ,* 6ee8 in length# the re earcher taught !athe!atic 6ithout the u e o$ an& graphing calculator ' Thi 6a accepta.le practice according to the chool di trict' or appea e the re earcher

GRAPHING CALCULATORS IN THE CLASSROOM

*-

Once it 6a ti!e to .egin the tud&# the re earcher di tri.uted a graphing calculator to all tudent during e"er& !ath cla period' The re earcher taught each cla $or <+ !inute

a da&' The tudent u ed the graphing calculator during introduction to ne6 !aterial# independent practice# cooperati"e learning center # and $or!ati"e a e !ent ' (uring the e part o$ the le on# the in tructor conducted in$or!al o. er"ation and con"er ation 6ith tudent to gauge their learning# engage!ent# .eha"ior and !oti"ation in cla ' Thi tud& 6a conducted $or i= 6ee8 ' At the end o$ the i= 6ee8 # the

re earcher di tri.uted a ur"e& 6ith a $i"e%point cale to re$lect on an& change in tudent attitude and .elie$ a.out chool# learning# !athe!atic # and their $uture goal ' Thi $inal ur"e& data 6a collected in April *+,-' Data +nalysis Plan At the co!pletion o$ the re earch period# the re earcher anal&Eed the ur"e& data to deter!ine an& change in o"erall tudent attitude and .eha"ior in !athe!atic ' ;& anal&Eing the di$$erence in ur"e& re pon e along the $i"e%point Li8ert cale# the re earcher 6a .e a.le to de"elop a theor& on the i!pact o$ graphing calculator in the cla roo!' All ur"e& 6ere 8ept con$idential and tored 6ith the re earcher in a loc8ed $iling ca.inet in the re earcher9 cla roo!' An& o. er"ation or con"er ation log 6ere 8ept in a .inder and loc8ed in the in tructor9 de 8 dra6er to !aintain ea & acce on a

dail& .a i in addition to pro"iding ecurit& and a$et& o$ all con$idential in$or!ation' No tudent # teacher # or out ide adult had acce Ethical Issues Per!i ion to conduct thi tud& 6a granted $ro! the !iddle chool principal in to the e docu!ent at an& ti!e'

$all o$ *+,*# and $urther per!i ion 6a granted $ro! the chool di trict in 7e.ruar&

GRAPHING CALCULATORS IN THE CLASSROOM

*/

*+,-' The re earcher 6a reDuired to u.!it a propo al 6ith all detail o$ the re earch to the principal and chool di trict in order to gain appro"al' The pri!ar& ethical i ue thi tud& $aced 6a due to the role o$ the re earcher in

the cla roo!' The re earcher al o er"ed a the in tructor $or the u.:ect during the *+,*%*+,- chool &ear' Thi potential $or .ia 6a addre ed .& the neutral !ethod o$ te tingH no identi$ier 6ere a"aila.le on the u.:ect 9 ur"e& # and the re earcher did not include an& tudent identi$ier in her o. er"ation and con"er ation log either' Thi en ured that all tudent re pon e 6ere co!pletel& anon&!ou and con$idential# and it allo6ed u.:ect to $eel a$e a the& pro"ided re pon e a.out their attitude and .eha"ior in !ath cla '

Chapter Results

GRAPHING CALCULATORS IN THE CLASSROOM The $ocu o$ thi tud& 6a to deter!ine i$ the continuou u e o$ graphing

*0

calculator in a !athe!atic cla roo! could i!pro"e tudent .eha"ior# el$%con$idence# and attitude to6ard !athe!atic and li$elong learning' 7urther!ore# the h&pothe i 6a to deter!ine i$ dail& u e o$ a graphing calculator $or <+ !inute a da& could po iti"el& a$$ect a tudent9 el$%perception o$ !athe!atical trength and a.ilit&' 7inall&# the tud&

re earched i$ thi u e o$ graphing calculator could i!pact a tudent9 .elie$ a.out the i!portance o$ !athe!atic ' $athematical Self(confidence The ur"e& 6a di tri.uted to 35 tudent # all 3th grader # through their !ath cla ' Student 6ere reDuired to return a parental con ent $or! .e$ore co!pleting the ur"e&' All tudent co!pleted the ur"e&' The $ir t t6o ite! on the ur"e& a 8ed tudent to co!pare and rate their > trength? a a !ath tudent at the .eginning o$ the &ear to their > trength? a a !ath tudent currentl&' Mo t o$ the participant @3-'+5JA $elt li8e trong !ath tudent at the tart o$ the chool &ear# and !a:orit& o$ the participant @55'/3JA $elt li8e trong !ath tudent at the ti!e the ur"e& 6a di tri.uted' Ta.le , Participant self-confidence levels Ite! K ,' I $elt li8e a trong !ath tudent at the tart o$ the chool &ear' *' I $eel li8e a trong !ath tudent no6' Strongl& (i agree +'++ @nL+A ,'*5 @nL,A (i agree ,/',+ @nL,,A *'01 @nL*A Neutral ,*'5* @nL,+A 3'1< @nL1A Agree 0-'50 @nL/*A -/'1* @nL*3A Strongl& Agree ,<'*@nL,0A 0-'50 @nL/*A

$athematical En.oyment The third# $ourth# and $i$th ite! on the Li8ert cale ur"e&ed the le"el o$

GRAPHING CALCULATORS IN THE CLASSROOM

*1

en:o&!ent in !athe!atic that tudent e=perienced at the .eginning o$ the chool &ear# at the ti!e the ur"e& 6a di tri.uted# and 6hile learning ne6 concept and topic in !athe!atic ' Mo t o$ the participant @<,'+*JA clai!ed to en:o& !ath at the .eginning o$ the chool &ear# and !o t o$ the participant @<,'+-JA al o clai!ed to en:o& !ath at the ti!e the ur"e& 6a di tri.uted' Si!ilarl&# !o t o$ the tudent @5<'5/JA clai!ed to en:o& learning ne6 topic in !athe!atic ' Ta.le * Participant enjoyment Ite! K -' I en:o&ed !ath at the tart o$ the chool &ear' /' I en:o& !ath no6' 0' I en:o& learning ne6 topic in !athe!atic ' $athematical /eha"iors The i=th and e"enth ite! on the ur"e& addre ed the tudent 9 tud& .eha"ior 6hile in cla and at ho!e' Mo t o$ the tudent @31'<*JA agreed that the& al6a& Strongl& (i agree ,'*5 @nL,A ,'*5 @nL,A +'++ @nL+A (i agree 0',@nL/A +'++ @nL+A ,'*5 @nL,A Neutral *'01 @nL*A 3'1< @nL1A 5'<3 @nL3A Agree -5'/1 @nL-+A *5'*, @nL**A -<'3/ @nL-,A Strongl& Agree 0*'01 @nL/,A 1*'5* @nL/<A 0+'++ @nL-<A

co!pleted their !ath a ign!ent at ho!e# 6hile a lightl& greater a!ount o$ participant @3<'/<JA agreed that the& al6a& co!pleted their a ign!ent in !ath cla ' Ta.le Participant study behaviors Ite! K 1' I al6a& co!plete !& !ath a ign!ent at ho!e' 3' I al6a& co!plete !& !ath a ign!ent in cla ' Strongl& (i agree -'50 @nL-A ,'*5 @nL,A (i agree ,+'*1 @nL5A 3'1< @nL1A Neutral 5'<3 @nL3A ,,'0/ @nL<A Agree 0+'++ @nL-<A //'53 @nL-0A Strongl& Agree *1'<* @nL*,A -/'1* @nL*3A

GRAPHING CALCULATORS IN THE CLASSROOM

*3

$athematical /eliefs The la t $i"e ite! o$ the ur"e& addre ed tudent .elie$ regarding !athe!atic in their dail& and $uture li"e ' Onl& /5'3*J o$ participant agree that !ath i all a.out calculation # .ut 5/'1,J o$ participant agreed that !ath can e=plain thing around u ' A little !ore than hal$ o$ the participant @11'13JA clai!ed that !ath can allo6 people to co!!unicate 6ith each other and under tand the 6orld' In perhap the greate t !a:orit& o$ the entire tud&# <1',0J o$ participant agreed that !ath i i!portant $or their ucce in chool# and 50'<J o$ tudent clai!ed that !ath i i!portant $or their ucce $uture career path ' Ta.le / Participant beliefs regarding mathematics in daily life Strongl& (i agree 5' Math i all a.out calculation ' 5'<3 @nL3A <' Math can e=plain thing +'++ around u ' @nL+A ,+' Math allo6 people to -'50 co!!unicate and under tand @nL-A the 6orld' ,,' Math i i!portant $or !& +'++ ucce in chool' @nL+A ,*' Math i i!portant $or !& *'01 ucce in !& $uture career @nL*A path' Ite! K (i agree */'-1 @nL,<A 5'<3 @nL3A ,*'5* @nL,+A ,'*5 @nL,A 0',@nL/A Neutral ,3'<0 @nL,/A 1'/, @nL0A ,1'13 @nL,-A *'01 @nL*A 1'/, @nL0A Agree -0'<+ @nL*5A //'53 @nL-0A -5'/1 @nL-+A ,<'*@nL,0A ,<'*@nL,0A Strongl& Agree ,*'5* @nL,+A -<'3/ @nL-,A *5'*, @nL**A 31'<* @nL1+A 11'13 @nL0*A in their

Chapter 0 Interpretation of &indings

GRAPHING CALCULATORS IN THE CLASSROOM The $inding o$ thi tud& ugge ted that the u e o$ graphing calculator can

*5

increa e a tudent9 con$idence in !athe!atic # though it !a& not igni$icantl& i!pact or alter a tudent9 en:o&!ent or acade!ic .eha"ior in a !ath cla roo!' Pre"iou tudie

@Ellington# *++-H ;ridge!an# Har"e&# and ;ra 6ell# ,<<0A ugge ted that tudent u ing calculator had .etter attitude to6ard !athe!atic than tho e 6ho did not' Thi in"e tigation $ound that 6hile onl& ,<J o$ tudent reported to > trongl& agree? that the& $elt li8e trong !ath tudent at the .eginning o$ the chool &ear# appro=i!atel& 0/J o$ tudent reported to > trongl& agree? that the& $elt li8e trong !ath tudent a$ter prolonged u e o$ graphing calculator ' It i po i.le that thi :u!p i correlated to Ellington9 re earch: the i!pro"e!ent in con$idence !a& te! $ro! the $act that tudent 6ere gi"en !ore $reedo! to en:o& the challenge o$ pro.le!% ol"ing and critical thin8ing 6hile u ing calculator in tead o$ $eeling .urdened 6ith pencil%and%paper calculation that prohi.it !an& tudent $ro! $inding ucce ' Another $ocu o$ thi tud& 6a to deter!ine i$ prolonged calculator u e could

i!pro"e a tudent9 acade!ic .eha"ior and en:o&!ent o$ !athe!atic in the cla roo!' Raine and Clar8 @*+,,A tudied the relation hip .et6een technolog& u age and tudent de ire to learn !athe!atic ' The in"e tigation .& Raine and Clar8 @*+,,A $ound that tudent 6ith calculator 6ere !ore e=cited to learn and 6ere !ore in"ol"ed in the cla roo! a a re ult o$ their con$idence and i!pro"ed attitude ' Thi tud& did not

upport or challenge thi a ertion' There 6a not a igni$icant increa e or decrea e in the a!ount o$ tudent that reported $eeling >en:o&!ent? in tud&ing !athe!atic 6hen co!paring the .eginning o$ the chool &ear to the ti!e the ur"e& 6a di tri.uted' 7inall&# a goal o$ thi in"e tigation 6a to tud& the e$$ect that the u e o$ graphing

GRAPHING CALCULATORS IN THE CLASSROOM calculator could ha"e on a tudent9 attitude to6ard li$elong learning' T6o pre"iou tudie @Ba&lor and 7lore # *++3H Benned&# *++<A a erted that increa e in tudent

*<

!oti"ation and attitude to6ard li$elong goal can .e attri.uted to the ti!e that 6a ta8en to de"elop tudent intere t # pro"iding choice to tudent # and de"eloping !eaning$ul acti"itie that 6ere geared to6ard topic that tudent de ired to learn' Thi in"e tigation a6 that an o"er6hel!ing a!ount o$ tudent agreed that !athe!atic 6a i!portant to their ucce in chool# a 6ell a their $uture career' ;& pro"iding a rele"ant tool in the

cla roo! $or all to u e# tudent are a.le to !a8e connection .et6een the cla roo! and real 6orld 6hile under tanding that the e tool can a i t the! in reaching their goal and $urthering their $uture career ' Strengths and !imitations A trength o$ thi tud& in"ol"ed the high internal "alidit& o$ !& participant ' All

5/ participant are e"enth grade tudent in Pre%AP !ath cla e ' Additionall&# o"er <+J o$ the participant are Hi panic and lo6%inco!e tudent recei"ing 7ree or Reduced Price lunche ' (ue to thi high internal "alidit&# cau alit& can .e in$erred in the tud& o$ the relation hip .et6een el$%con$idence# .eha"ior # and .elie$ a.out !athe!atic a$ter continued u e o$ a graphing calculator' Additionall&# thi trength o$ thi iEea.le group al o po e a a

tud& a it i !ore repre entati"e o$ the tudent population that could .e

a$$ected .& thi re earch' A !a:or li!itation o$ thi tud& in"ol"ed the "alidit& o$ the in tru!ent u ed to

collect data' Thi in tru!ent 6a .rand ne6 and created .& the re earcher# and no pilot tud& 6a conducted to te t it "alidit&' A $e6 participant !entioned con$u ion at the 6ording o$ ite! , and * on the ur"e&# and the e participant a 8ed clari$ication $or the

GRAPHING CALCULATORS IN THE CLASSROOM

-+

!eaning o$ the 6ord > trong? @>I .elie"e I a! a M trong9 !ath tudentA' Thi could ha"e greatl& a$$ected the nature o$ the re ult ' The lac8 o$ rando! a ign!ent in the nu!.er o$ participant al o po e a !a:or li!itation in the tud&' All participant 6ere tudent in the re earcher9 cla roo!# and 6ere onl& elected due to a"aila.ilit&' Recommendations and +ction Planning A goal o$ thi tud& 6a to anal&Ee the i!pact that graphing calculator could

ha"e on a tudent9 attitude# .eha"ior# and !oti"ation in a !athe!atic cla roo!' Though thi tud& 6a onl& held $or i= 6ee8 # I .elie"e it 6ould .e 6orth in"e tigating

the i!pact that thi technolog& could ha"e on tudent outco!e o"er a prolonged a!ount o$ ti!e' Teacher hould .e trained and de"eloped to u e graphing calculator in

engaging and in"e tigati"e 6a& in the cla roo!' A ide $ro! re!o"ing the .urden o$ calculation# the e tool can !a8e connection .et6een the cla roo! and real%6orld career and endea"or that reDuire pro.le! ol"ing and critical thin8ing' I al o ugge t that chool and teacher tea! 6or8 together to de"elop and earch $or le on that are !eaning$ul and rele"ant to tudent intere t and a piration # and utiliEe a !uch technolog& a po i.le in order to 8eep tudent a.rea t o$ the tool the& 6ill li8el& encounter in the $uture' Rele"ance and choice pla& an e ential role in tudent con$idence and !oti"ation in the cla roo!' A Raine and Clar8 6rite @*+,,A# >6hen graphing calculator are included in the learning proce # tudent can approach pro.le! u ing techniDue that uit the! .e t# 6hich re ult in .etter per$or!ance and increa ed con$idence?' Thi tud&

ha allo6ed !e to ha"e a greater in ight into the i!portance o$ .uilding !& tudent 9 >ar enal? o$ pro.le! ol"ing 8ill o that the& !a& tac8le pro.le! 6ith their o6n

GRAPHING CALCULATORS IN THE CLASSROOM pre$erred !ethod' I hope thi tud& 6ill in$luence chool and di trict o$$icial to in"e t

-,

!ore $unding into technolog& $or !athe!atic cla roo! and .etter er"e our tudent 6ho need thi increa e in con$idence the !o t'

Re$erence ;ridge!an# ;'# Har"e&# A'# C ;ra 6ell# N' @,<<0A' E$$ect o$ Calculator U e on Score on a Te t o$ Mathe!atical Rea oning' Journal of Educational Measurement, 32@/A# -*-%-/+'

GRAPHING CALCULATORS IN THE CLASSROOM ;u ine %Higher Education 7oru!' *++0' (ri coll# M' P' @,<</A' P &cholog& o$ learning $or in truction' ;o ton: All&n and ;acon' Ellington# A'N' @*++-A' A Meta%Anal& i o$ the E$$ect o$ Calculator on Student 9

-*

Achie"e!ent and Attitude Le"el in Precollege Mathe!atic Cla e ' Journal for Research in Mathematics Education, 3 @0A# /--%/1-' Guerrero# S'# C )al8er# N' @*++/A' Technolog& in Support o$ Middle Grade Mathe!atic : )hat Ha"e )e LearnedG' Journal of !omputers in Mathematics and "cience #eaching, 23@,A# 0%*+' Hill# H'# Ro6an# ;'# C ;all# (' @*++0A' E$$ect o$ Teacher 9 Mathe!atical Bno6ledge $or Teaching on Student Achie"e!ent' $merican Educational Research Journal, 2@*A' -3,%/+1' Ba&lor# M'# C 7lore # M' @*++3A' Increa ing Acade!ic Moti"ation in Culturall& and Lingui ticall& (i"er e Student $ro! Lo6 Socioecono!ic ;ac8ground ' Journal of $dvanced $cademics, %&@,A' 11%5<' Benned&# E' @*++<A' Narro6ing the Achie"e!ent Gap: Moti"ation# Engage!ent# and Sel$%E$$icac& Matter' Journal of Education, %&'@-A' ,%,*' Raine # N'# C Clar8# L' @*+,,A' A ;rie$ O"er"ie6 on U ing Technolog& to Engage Student in Mathe!atic ' !urrent (ssues in Education, % @*A' ,%5' SRI International' N(' Stipe8# ('# Gi""in# B'# C Sal!on# N' @,<<5A' Can a Teacher Inter"ention I!pro"e Cla roo! Practice and Student Moti"ation in Mathe!atic G' #he Journal of E)perimental Education, **@/A' -,<%--3'

GRAPHING CALCULATORS IN THE CLASSROOM

--

SEetela# )'# C Super# (' @,<53A' Calculator and In truction in Pro.le! Sol"ing in Grade 3' Journal for Research in Mathematics Education, %+@-A' *,0%**<' T ai# S'L'# C )al.erg# H'N' @,<5-A' Mathe!atic Achie"e!ent and Attitude Producti"it& in Nunior High School' #he Journal of Educational Research, ,*@0A# *13%*3*' )heatle&# C'L' @,<5+A' Calculator U e and Pro.le!%Sol"ing Per$or!ance' Journal for Research in Mathematics Education, %%@0A# -*-%--/'

Appendi= -igure ,: Hu!an Su.:ect A ent 7or! -igure *: Hu!an Su.:ect Con ent 7or! -igure -: Li8ert Scale Sur"e&

GRAPHING CALCULATORS IN THE CLASSROOM

-/

-igure %: Hu!an Su.:ect A ent 7or!

HUMAN SUBJECTS ASSENT FORM

I# OOOOOOOOOOOOOOOOOOOOOOOOOOO# agree to participate in the tud& on .raphing !alculators (n #he !lassroom/ (mproving "tudent $ttitudes, Motivation, and !onfidence in Mathematics ' Thi tud& i led .& Aleah Al%Sad# @3,-A </-%03++'

GRAPHING CALCULATORS IN THE CLASSROOM

The re earcher ha e=plained to !e:

-0

,' The rea on $or the tud& i to deter!ine i$ the continuou u e o$ technolog&# particularl& graphing
calculator # in a !athe!atic cla roo! can i!pro"e tudent .eha"ior# el$%con$idence# and attitude to6ard !athe!atic and li$elong learning'

*'

The re earch in"ol"e : Student 6ill .e reDuired to u e graphing calculator a a upple!ental aid to in truction in the !athe!atic cla roo! e"er& chool da& during !ath cla @<+ !inute A $or one entire i=%6ee8 grading period' Pre% and po t% ur"e& 6ill .e conducted to deter!ine tudent attitude and con$idence le"el in !athe!atic and 6ill .e u ed $or data anal& i '

-' The rea on that I !ight $eel unco!$orta.le during the tud&: None'

/' The ri 8 o$ the tud&: No 8no6n ri 8 '

0' The po i.le .ene$it o$ the tud&: Participant !a& ee an increa e in !athe!atic achie"e!ent
and pro.le! ol"ing a.ilit& due to technolog& u age in the cla roo!'

1'

Participant 6ill not .e paid $or participation'

3'

Participant 6ill not .e pro"ided 6ith incenti"e $or participation'

5'

Participation 6ill .e con$idential' No identi$&ing in$or!ation 6ill .e pro"ided on pre% or po t% ur"e& ' All data 6ill .e tored ecurel& and no other indi"idual 6ill ha"e acce to data'

<' Participation in the re earch i .& choice' Pou can top participating at an& ti!e 6ithout penalt&'

,+' Pou !a& a 8 Due tion a.out thi tud& .& contacting the re earcher at @3,-A </-%03++' Pou !a& al o contact the re earcher9 ad"i or# (r' Michael )ein!an# at @3,-A /,*%0<3*'

GRAPHING CALCULATORS IN THE CLASSROOM

,,' A cop& o$ thi paper !u t .e gi"en to &ou'

-1

,*' The in"e tigator ha a right to pu.li h re earch re ult ' Pour na!e 6ill not appear in an& o$ the re earch'

THIS RESEARCH STU(P HAS ;EEN RE4IE)E( AN( APPRO4E( ;P THE HUMAN SU;NECTS COMMITTEE AT THE UNI4ERSITP O7 ST' THOMAS' 7or additional in$or!ation concerning &our right a a hu!an u.:ect# plea e contact (r' (o!inic ADuila# 4ice Pre ident o$ Acade!ic A$$air # @3,-A 0*0%*,1/' OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO Signature o$ Re earcher# (ate OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO Signature o$ Participant or authoriEed repre entati"e# (ate

-igure 2/ Hu!an Su.:ect Con ent 7or!

HUMAN SU;NECTS CONSENT 7ORM I# OOOOOOOOOOOOOOOOOOOOOOOOOOO# gi"e con ent $or !& child# OOOOOOOOOOOOOOOOOOOOOOOOOO# to

GRAPHING CALCULATORS IN THE CLASSROOM

participate in the re earch pro:ect entitled .raphing !alculators (n #he !lassroom/ (mproving "tudent $ttitudes, Motivation, and !onfidence in Mathematics 6hich i .eing conducted .& Aleah Al%Sad# @3,-A </-%03++' The $ollo6ing point ha"e .een e=plained to !e and to !& child:

-3

,' The rea on $or the re earch i to deter!ine i$ the continuou u e o$ technolog&# particularl&
graphing calculator # in a !athe!atic cla roo! can i!pro"e tudent .eha"ior# el$%con$idence# and attitude to6ard !athe!atic and li$elong learning'

*'

The re earch in"ol"e : Student 6ill .e reDuired to u e graphing calculator a a upple!ental aid to in truction in the !athe!atic cla roo! e"er& chool da& during !ath cla @<+ !inute A $or one entire i=%6ee8 grading period' Pre% and po t% ur"e& 6ill .e conducted to deter!ine tudent attitude and con$idence le"el in !athe!atic and 6ill .e u ed $or data anal& i '

-' No di co!$ort or tre e 6ill .e $aced during thi re earch'

/' No 8no6n ri 8 are in"ol"ed 6ith participation'

0' Participation !a& ha"e the $ollo6ing .ene$it : Participant !a& ee an increa e in !athe!atic
achie"e!ent and pro.le! ol"ing a.ilit& due to technolog& u age in the cla roo!'

1'

Participant 6ill not .e paid $or participation'

3'

Participant 6ill not .e pro"ided 6ith incenti"e $or participation'

5'

Participation 6ill .e con$idential' No identi$&ing in$or!ation 6ill .e pro"ided on pre% or po t% ur"e& ' All data 6ill .e tored ecurel& and no other indi"idual 6ill ha"e acce to data'

<' Participation in the re earch i "oluntar&' Pou can 6ithdra6 &our con ent at an& ti!e 6ithout
penalt&' Pour child !a& al o decline to participate in the re earch @6ith the e=ception o$ an& routine educational acti"itie A at an& ti!e 6ithout penalt&'

GRAPHING CALCULATORS IN THE CLASSROOM

,+' Pou !a& a 8 Due tion a.out thi re earch .& contacting the re earcher at @3,-A </-%03++ or .& contacting the re earcher9 ad"i or# (r' Michael )ein!an# at @3,-A /,*%0<3*'

-5

,,' A cop& o$ thi in$or!ed con ent !u t .e gi"en to &ou'

,*' The in"e tigator ha a right to pu.li h re earch re ult ' Re earch re ult 6ill not contain an& identi$&ing in$or!ation a.out &our child peci$icall&H all re ult 6ill .e reported in u!!ar& $or!'

THIS RESEARCH STU(P HAS ;EEN RE4IE)E( AN( APPRO4E( ;P THE HUMAN SU;NECTS COMMITTEE AT THE UNI4ERSITP O7 ST' THOMAS' 7or additional in$or!ation concerning &our child9 right a a hu!an u.:ect# plea e contact (r' (o!inic ADuila# 4ice Pre ident o$ Acade!ic A$$air # @3,-A 0*0%*,1/' OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO Signature o$ Re earcher# (ate OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO Signature o$ Parent or authoriEed guardian# (ate

-igure 3/ Li8ert Scale Sur"e&

GRAPHING CALCULATORS IN THE CLASSROOM

-<