Profiling Student Use of Calculators in the Learning of High School Mathematics

Autor/inn/en	Crowe, Cheryll E.; Ma, Xin
Titel	Profiling Student Use of Calculators in the Learning of High School Mathematics
Quelle	In: Evaluation & Research in Education, 23 (2010) 3, S.171-190 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0790
Schlagwörter	Educational Research; Mathematics Achievement; Mathematics Tests; National Competency Tests; Calculators; Statistical Analysis; Calculus; Algebra; Technology Uses in Education; Use Studies; Student Characteristics; Computation; Profiles; Predictor Variables + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Calculator; Rechner; Rechenmaschine; Statistische Analyse; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Benutzerschulung; Charakterisierung; Profilanalyse; Prädiktor
Abstract	Using data from the 2005 National Assessment of Educational Progress, students' use of calculators in the learning of high school mathematics was profiled based on their family background, curriculum background, and advanced mathematics coursework. A statistical method new to educational research--classification and regression trees--was applied to analyses of type-specific, function-specific, and test-specific calculator use. Type-specific calculator use was related to Algebra II and pre-calculus. Timing of mathematics coursework was important to type-specific and test-specific calculator use. Other main characteristics of the profiles included that (a) female students who avoided Algebra II used calculators more frequently for checking mathematics homework than their male peers, and (b) White students used calculators for mathematics tests and quizzes more frequently than non-White students. (Contains 3 tables, 3 figures, and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10