Abstract:

This experiment tested the effect that calculator use had on 200 randomly assigned college students’ mathematical performance.  The purposes of the current experiment were twofold:  to measure the level of mathematical preparation of current college students, and to test whether calculators improve mathematical performance in such students as it does in precollege students.  There was a significant difference in math performance between the two groups, with the calculator group outperforming the no-calculator group.  The dozen demographic variables measured did not significantly predict performance.  The improved mathematical improvement may not be due to calculators being easy, but rather to the effect of learning experiences.  Classroom policies concerning the use of calculators need to be evaluated and possibly changed.

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