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The Graphing Calculator and Achievement in Middle School Mathematics: The Effects of Course Level and Student Achievement Level.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Graphing Calculator and Achievement in Middle School Mathematics: The Effects of Course Level and Student Achievement Level./
Author:	Bates, Stephen Andrew.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	154 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
Contained By:	Dissertations Abstracts International82-05A.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28153680
ISBN:	9798691217418

The Graphing Calculator and Achievement in Middle School Mathematics: The Effects of Course Level and Student Achievement Level.
Bates, Stephen Andrew.

The Graphing Calculator and Achievement in Middle School Mathematics: The Effects of Course Level and Student Achievement Level. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 154 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: A.

Thesis (Ed.D.)--Hofstra University, 2021.

This item must not be sold to any third party vendors.

The graphing calculator has been used by many mathematics teachers in the United States over the past two decades. Research regarding the impact of the graphing calculator on student achievement has been inconclusive, with a paucity of literature on its effects in the middle grades. This study utilized a single-group design in which N = 106 middle school students of varying achievement levels (low (n = 55) or high (n = 51)) and course levels (advanced (n = 66) or non-advanced (n = 40)) received instruction alternating the inclusion and exclusion of the graphing calculator over four units of study. A one-way ANOVA revealed significant interactions: students in seventh-grade advanced mathematics were all negatively impacted by the graphing calculator; high-performing males in eighth grade performed better with the graphing calculator relative to low-performing males, and, overall, females were more positively affected by the graphing calculator than males, highlighting both an achievement gap and a gender gap. Future research might well include an investigation into the gaps made evident from this study, including examinations into why younger students are negatively impacted by the graphing calculator, why higher-performing males and lower-performing females outperform their respective peers, as well as why females generally outperform males with the use of the graphing calculator.

ISBN: 9798691217418Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Achievement gap

The Graphing Calculator and Achievement in Middle School Mathematics: The Effects of Course Level and Student Achievement Level.
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500 $a Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
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520 $a The graphing calculator has been used by many mathematics teachers in the United States over the past two decades. Research regarding the impact of the graphing calculator on student achievement has been inconclusive, with a paucity of literature on its effects in the middle grades. This study utilized a single-group design in which N = 106 middle school students of varying achievement levels (low (n = 55) or high (n = 51)) and course levels (advanced (n = 66) or non-advanced (n = 40)) received instruction alternating the inclusion and exclusion of the graphing calculator over four units of study. A one-way ANOVA revealed significant interactions: students in seventh-grade advanced mathematics were all negatively impacted by the graphing calculator; high-performing males in eighth grade performed better with the graphing calculator relative to low-performing males, and, overall, females were more positively affected by the graphing calculator than males, highlighting both an achievement gap and a gender gap. Future research might well include an investigation into the gaps made evident from this study, including examinations into why younger students are negatively impacted by the graphing calculator, why higher-performing males and lower-performing females outperform their respective peers, as well as why females generally outperform males with the use of the graphing calculator.
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