Introducing Calculators to Learners Early in Their Schooling: The Effect on Long-Term Arithmetic Proficiency

Autor/inn/en	Mogari, David; Faleye, Sunday
Titel	Introducing Calculators to Learners Early in Their Schooling: The Effect on Long-Term Arithmetic Proficiency
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 16 (2012) 3, S.363-375 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2012.10740751
Schlagwörter	Calculators; Arithmetic; Mathematics Skills; Use Studies; Questionnaires; Foreign Countries; College Freshmen; Statistical Analysis; Algebra; South Africa + Suchen Sie Ihr Suchwort? Calculator; Rechner; Rechenmaschine; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Benutzerschulung; Fragebogen; Ausland; Studienanfänger; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	There are opposing views about calculator use in school mathematics. This paper reports on a study that investigated the arithmetic proficiency of mathematics 1 university students and the effects of calculator usage at school level on their proficiency. The study followed a descriptive survey design involving the use of questionnaire and data collected from students' examination scripts and a static-group comparison design to determine the effect of introducing calculators early in schooling. The results showed that students who started using calculators in primary school performed significantly worse compared to others who were exposed to calculators later in the schooling. In addition, students who habitually used calculators tend to show a lower arithmetic proficiency than those who sometimes use calculators. Based on the findings of this study, it is recommended that students should first master number computations before they are introduced to the use of calculators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01