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Dissertations / Theses on the topic 'Calculators'

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Published: 4 June 2021

Last updated: 1 August 2024

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1

Thimbleby, Will. "Drawing from calculators." Thesis, Swansea University, 2010. https://cronfa.swan.ac.uk/Record/cronfa43088.

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Two novel interactive systems, a new calculator and a new drawing program, are developed. The novel user interfaces derive from the application and development of design principles during the software development. It is the principles, their relationship to the development process, and their potential future role in interactive system development, that form the main contributions of the thesis. Each system was created using an iterative, principle-driven method, in which the principles and implementation built on each other. The principledriven design process led to original user interfaces and to refined principles. The design, development and underlying principles of each system form two complementary parts of the thesis: • The calculator is designed to work as though it is 'paper with answers'. The user can write any mathematical expression by hand, and the calculator recognises the written expression, then morphs the user's input to a neat typeset expression, corrects any syntax errors, and then provides an answer. The neat typeset expression can then be edited freely by direct manipulation or by adding further writing. • The vector graphics drawing program design follows a similar principledriven approach. It applies the principles developed with the calculator, but to a very different style of user interface. Both systems provide substantial examples of user interface design and development. Their design and development resulted in four key user interface principles: projection, continuity, what you see is what you edit, and declarative interaction. These four flow principles are, it is argued, the main reasons the user interfaces are effective. User studies, qualitative feedback, heuristic, and analytic evidence is provided for the user interfaces. Both systems have been well received by users and are commercially distributed. The design principles may support future user interface design and development. They provide further research opportunities, particularly in exploring exactly where they are applicable, and how and when they can be applied to future designs.

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2

Stiles, Nancy L. Hathway Robert G. "Graphing calculators and calculus." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510432.

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Thesis (D.A.)--Illinois State University, 1994.
Title from title page screen, viewed March 31, 2006. Dissertation Committee: Robert G. Hathway (chair), Lynn H. Brown, John A. Dossey, Arnold J. Insel, Patricia H. Klass. Includes bibliographical references (leaves 33-34) and abstract. Also available in print.

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3

LaCour, Mark S. "When Calculators Lie| An Examination of How Calculators Affect Student's Engagement in Mathematical Problem Solving." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10248623.

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Quantitative reasoning is an important skill set that educators work tirelessly to develop, yet evidence is beginning to show a downward trend in performance among university students over the past few decades. The rise of technology in everyday life has undoubtedly affected the cognition of younger generations of students. Of particular interest is the increasing availability of calculators (e.g., on cell phones). In this experiment, we programmed a calculator to lie to students in certain conditions as well as alter the presentation of problems. We also collected numeracy scores. The effects of these variables on reports of suspicion towards the calculator and overall accuracy on problems were analyzed to see whether students tended to be disengaged from math problems while using a calculator (Disengagement Hypothesis) or whether calculators do not substantially affect how students engage in problems and variation in performance is more attributable to general numeracy (Engagement Hypothesis). The Engagement Hypothesis was supported.

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Gosse, Paul W. "Future mathematics in a TI-83 graphing calculator environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ42385.pdf.

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5

Maldonado, Aldo Rene. "Conversations with Hypatia : the use of computers and graphing calculators in the formulation of mathematical arguments in college calculus /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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6

Shore, Mark A. "The effect of graphing calculators on college students' ability to solve procedural and conceptual problems in developmental algebra." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1024.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains v, 136 p. Vita. Includes abstract. Includes bibliographical references (p. 86-93).

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7

Spitzer, Sandy Margaret. "The role of graphing calculators in students' algebraic thinking." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 135 p, 2008. http://proquest.umi.com/pqdweb?did=1601234511&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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8

Sheryn, Sarah Louise. "Investigating the appropriation of graphical calculators by mathematics students." Thesis, University of Leeds, 2006. http://etheses.whiterose.ac.uk/4417/.

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The primary aim of this researchis to investigate students' use of graphical calculators for high school mathematics. I see appropriation of the technology to be central to this and therefore I discuss the term appropriation and outline the definition of appropriation I will adhere to. In particular I followed six students through the academic year September 2003 to July 2004 with a view to establishing how, why and when they used their graphical calculators and what benefits they gained from its use. I selected the two schools from where the students came and the students volunteered to take part in my project. My research is broadly socio-cultural as I collected data not only from the students but also about the context in which the students learn. I used a case study approach, focussing on a small number of cases -a case being a student-with-a-GC-in-school. Overall I adopted a naturalistic paradigm for my study and collected qualitative data about the 'natural setting' – the classrooms and schools - and made every attempt to minimise the disruption to the students during their daily routines. The data was collected through a variety of methods- interviews, observations journals and key-stroke data from the students' graphical calculators. The key-stroke data are central to my work. The key-stroke capture software used provides an exact record of a student's use of the graphical calculator. This method of collecting data is not widely used or known and I have dedicated a chapter to outline its main features and make a critical analysis of it as a data collection tool. I see appropriation as a central issue to students using a graphical calculator and as such I reflect on the evidence with this at the forefront. I report on what are the signs that a student has appropriated their graphical calculator and what are the barriers to appropriation. I found that the six students appropriated their GC to varying degrees. The extent of their appropriation was influenced by a variety of factors including the tension between the old tool and the new tool, the teacher, the institution, the curriculum and personal aspirations. I examine these factors in detail and examine the stages of appropriation of each student.

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9

Sweeney, Sharon Shriver. "Attitudes and beliefs of parents of middle school children about calculators in school mathematics." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1095709423.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiii, 245 p.; also includes graphics. Includes bibliographical references (p. 210-217).

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10

Onur, Yurdagul. "Effects Of Graphing Calculators On Eighth Grade Students&#039." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609488/index.pdf.

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ABSTRACT EFFECTS OF GRAPHING CALCULATORS ON EIGHTH GRADE STUDENTS&
#8217
ACHIEVEMENT IN GRAPHS OF LINEAR EQUATIONS AND CONCEPT OF SLOPE Ö
nü
r, Yurdagü
l M.S., Department of Elementary Science and Mathematics Education Supervisor: Assist. Prof. Dr. Ayhan Kü
rSat ERBAS May 2008, 76 pages The purpose of this study was to investigate the effects of graphing calculators on eight grade students&
#8217
achievement in graphing linear equations and concept of slope. Pretest-posttest experimental-control group design was utilized in the study. While the students in experimental group (EG) received instruction about graphs of linear equations and concept of slope with graphing calculators, the students in control group (CG) was taught the same topics without using graphing calculators. There were 27 students (13 girls and 14 boys) in each group. Students in both EG and CG was administered an achievement test (i.e., MAT) consisting of questions related to graphing linear equations and slope concept before and after the instruction. Additionally, the teacher and six students from the EG were interviewed. The data obtained from students&
#8217
post test scores of MAT were analyzed by Analysis of Variance (ANOVA). A statistically significant difference was found between the achievements of students in experimental and control groups. However, gender had no statistically significant effect on students&
#8217
post test scores of MAT. Additionally, students&
#8217
pre-test scores of MAT and their mathematics grades of the second semester of the seventh grade (MGS) were analysed by independent samples t-test. The results showed no statistically significant difference. On the other hand, the analysis of interview data revealed that graphing calculators affected students&
#8217
attitudes towards mathematics in a positive way. Students had no considerable difficulty while using graphing calculators and they found studying with graphing calculators enjoyable. In summary, the results of the study showed that when graphing calculators used at elementary school level, they had positive effects on students&
#8217
achievement and in some respects to their attitude. Consequently, integration of graphing calculators to elementary mathematics curriculum may be beneficial for students and teachers.

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11

Karadeniz, Ilyas. "UCSMP Teachers’ Perspectives when Using Graphing Calculators in Advanced Mathematics." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5712.

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Nowadays, technology plays a fundamental role in education, in general, and in mathematics education in particular. The graphing calculator has been an important technological tool in mathematics classrooms since its invention and introduction in 1985 by Casio. As graphing calculators provided so many uses, their contribution to the teaching and learning process has been investigated by many researchers who have shown the use of such technology can have a significant effect on improving mathematics teaching and learning. Investigating the impact of graphing calculators on student learning is important. It is also essential to research teachers’ perspectives on how using graphing calculators in mathematics determines how such use affects their teaching and learning. However, there are few studies on this issue. Therefore, this dissertation study may fill the gap in the literature in terms of examining high school mathematics teachers’ perspectives when they teach a precalculus course with technology integrated in the curriculum materials. In this study, I analyzed eleven teachers’ perspectives about using graphing calculator technology in a precalculus course, titled Functions, Statistics, and Trigonometry (FST). This study was a descriptive intrinsic case study in which I analyzed teachers’ perspectives about how they use graphing calculators in the FST course, specifically about their teaching and students’ learning with available graphing calculator technology. Additionally, I explored teachers' perspectives about the issues they face when using the available technology and for what topics teachers frequently used it. I used mixed methods to examine eleven mathematics teachers’ perspectives about their teaching, students’ learning, and issues that arise when they use graphing calculator technology. In the quantitative part of the study, I created an Index of Teachers’ Initial Perceived Attitude and Experience Level and an Index of Teachers’ Use of Graphing Calculators to measure teachers’ perspectives on technology use at the beginning and end of the school year, respectively. In the qualitative inquiry, I analyzed teachers’ responses to semi-structured interview questions by using thematic analysis. The results of this study showed eight of the eleven mathematics teachers’ students used graphing calculators with Computer Algebra System (CAS) capability loaned by The University of Chicago School Mathematics Project (UCSMP). Five teachers had a high initial perceived attitude and experience level and the other six teachers had a medium level. All teachers reported that helping students learn to use a symbolic manipulator was equally or less important than to use a graphing calculator. The themes (1) Teachers’ use of graphing calculators, (2) Teachers’ opinions about students’ use of graphing calculators, and (3) Teachers’ issues with graphing calculator technology were created to explain teachers’ responses to interview questions related to their graphing calculator perspectives throughout the year. Teachers typically used graphing calculators almost every day for such purposes as exploring mathematics, solving problems, and checking work. Some teachers reported the benefits of using graphing calculators in terms of instruction were focusing on the concepts and showing additional solution approaches. Teachers who wanted their students to be able to do some work without graphing calculators used no calculator tests or questions on which graphing calculators were not allowed as part of their assessment process. Teachers mentioned the need for a manual showing the steps for using graphing calculators with CAS. Teachers’ opinions about students’ use of graphing calculators included that students generally liked them. Teachers reported graphing calculators positively affected students’ learning because students were able to find the answers for problems and have better visualization opportunities. However, teachers reported some meaning was missing and students’ arithmetic skills were negatively affected because of the presence of graphing calculators. Additionally, five teachers indicated their students relied on the graphing calculators too much. The most common issue teachers had relative to graphing calculator technology was the liability issue of the graphing calculators sent by UCSMP for students to loan. Teachers were responsible for those loaned graphing calculators. Additionally, cheating, using features that minimized the mathematics, and not being familiar with the type of graphing calculators loaned from UCSMP were other issues teachers reported. Teachers’ graphing calculator use was demonstrated based on the index of teachers’ use of graphing calculators. Seven teachers were high in terms of their use of graphing calculators at the end of the school year and four teachers had a medium use of graphing calculators. For implications of this study, mathematics teacher educators can use the results to improve professional development programs for teachers. They might create workshops based on teachers’ perspectives and their initial perceived attitude and experience level. Additionally, textbook developers can create more exploration activities with graphing calculators, especially with CAS.

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Munetsi, Martin. "Performance impacts of mobile carbon footprint calculators in South Africa." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25406.

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Modernization and advancement in technology have contributed towards the increased use of mobile phones in South Africa. The increased demand for services and energy has resulted in the increase in generation of electricity to meet the country's need. Consequently, South Africa now possesses the highest greenhouse gas (GHG) emission per capita relative to other developing countries. Conservation organizations in South Africa argue that the first step towards reducing carbon footprint is through its measurement. In spite of the high penetration of mobile phones and the alarming GHG emission, there is hardly any research to investigate the fit and performance impacts of mobile carbon footprint calculators in South Africa. In fulfilment of this gap, the rationale of this study was to (1) investigate factors that are suitable to determine the fit of mobile technology for carbon footprint tasks, (2) adopt an existing model from the vast base of theories and models on technology usage and impact, (3) test the research model based on a South African sample within a mobile technology and carbon footprint context in order to determine the performance impacts on individual carbon footprint tasks. Sample data were collected, through a survey instrument, and was analysed quantitatively. Partial Least Square Structural Equation Modeling (PLS-SEM) analysis was used to evaluate the study's outer and the inner model. The study revealed that only task-technology fit was the cause of performance impacts on individual carbon footprint tasks. In addition, there was no significant difference in the estimation and offsetting of carbon footprint between the users and non-users of mobile technology. In conclusion, this study established that performance impacts on individual carbon footprint tasks are only determined by the fit of the mobile technology. The insignificant difference between users and non users of carbon calculators, in performance impacts on carbon footprint tasks, was an unexpected result but yet relevant to practitioners. Further implications to practice and theory are outlined in conclusion to this study.

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13

Adabor, James Kofi. "An Investigation into Elementary School Teachers' and High School Mathematics Teachers' Attitudes Towards the Use of Calculators in Mathematics Instruction and Learning: A Study of Selected Schools in Ghana." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210367584.

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Brumberg, Marsha. "A study of the impact graphing calculators have on the achievement in high school pre calculus /." Full text available online, 2007. http://www.lib.rowan.edu/find/theses.

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15

Ragan, Gay A. "Teachers' perceptions and practices regarding the use of calculators in one district over a twenty-year period /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998503.

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16

Dale, Joyce Margaret, and mikewood@deakin edu au. "Calculators, mathematics and young children: A study of six children using calculators as part of the mathematics curriculum during their first two years of school." Deakin University. School of scientific and developmental studies, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.095343.

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The thesis investigates the role a calculator can play in the developing number knowledge of three girls and three boys as part of their mathematics program, during their first two years at primary school. Random sampling was used initially to select six girls and six boys from the twenty-four children entering a 1993 prep class. These twelve children were interviewed on entrance to school and based on the performance of the twelve children on the initial interview, a girl and a boy were chosen from the higher, middle and lower achievers to take part in the full study. The class teachers involved were previously participants in the Calculators in Primary Mathematics research program and were committed to the use of calculators in their mathematics program. A case study approach using qualitative methods within the activity theory framework is used to collect relevant data and information, an analysis of five interviews with each child and observations of the children in forty-one classroom lessons provides comprehensive data on the children's developing number knowledge during the two years. The analysis questionnaires establishes each teacher's perceptions of the children's number learning at the beginning and end of each year, compares teacher expectations with children's actual performance for the year and compares curriculum expectations with children's actual performance. A teacher interview established reasons for changes in teaching style; teacher expectations; children's number learning; and was used to confirm my research findings. An activity theory framework provides an appropriate means of co-coordinating perspectives within this research to enable a description of the child's number learning within a social environment. This framework allows for highlighting the mediation offered by the calculator supporting the children's number learning in the classroom. Levels of children's developing number knowledge reached when working with a calculator and as a result of calculator use are mapped against the levels recommended in Mathematics in the National Curriculum (National Curriculum Council, December 1988), and the Curriculum and Standards Framework: Mathematics (Board of Studies 2000). Findings from this comparison illustrate that the six children's performance in number was enhanced when using a calculator and indicate that on-going development and understanding of number concepts occurred at levels of performance at least two years in advance of curriculum recommendations for the first two years of school.

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Honey, Sukrat. "An investigation into the use of graphics calculators by mathematics teachers." Thesis, University of Plymouth, 2008. http://hdl.handle.net/10026.1/457.

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This thesis reports on the findings of four inter-related studies : a pilot study with three Post-graduate student-teachers, a longitudinal case study of a novice teacher, a cross sectional study of novice teachers and experienced teachers, and a study of a mathematics department just beginning to use graphics calculators. Four research tools were used in the main part of this research a: questionnaire lesson observations, interviews and log books. The questionnaire was designed to elicit participants' responses about their beliefs and attitudes about graphics calculators. The data from the questionnaires were triangulated with data collected from lesson observations and interviews. The questionnaire data suggested that the participants' beliefs and attitudes about graphics calculators were relatively stable and remained unchanged during the research. The interviews and observations provided much greater insight into the way teachers use graphics calculators. The fourth strand of the research asked a group of teachers to record their use of graphics calculators in a log book. The log book data were used to identify the types of tasks and activities that teachers present to their pupils. The log book data showed that teachers make limited use of graphics calculators in their teaching. A model to describe the way teachers use graphics calculators is proposed. The proposed model highlights the way that teachers use graphics calculators and describes four levels of use. The model also describes how teachers move from one level to the next by considering their professional development.

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Shrivastava, Saurabh K. "Cooling analysis of data centers CFD modeling and real-time calculators /." Diss., Online access via UMI:, 2008.

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Thesis (Ph. D.)--State University of New York at Binghamton, Thomas J. Watson School of Engineering and Applied Science, Department of Mechanical Engineering, 2008.
Includes bibliographical references.

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19

Scott, Beverly (Beverly Ann). "The Effect of Graphing Calculators in Algebra II Classrooms: A Study Comparing Achievement, Attitude, and Confidence." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278081/.

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The purpose of this study was to investigate the effectiveness of the graphing calculator on the achievement, attitude toward mathematics, and confidence in learning mathematics of Algebra II students.

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Graham, Kimberly Joy. "An examination of the integration of graphing calculators in formal assessments that accompany high school mathematics textbooks." Diss., Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/graham/GrahamK0505.pdf.

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21

Grzadzielewski, Andrew Allen. "The validity of student self-reports about the effectiveness of graphing calculators in an undergraduate mathematics classroom /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7554.

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Arvanis, Harry R. Lin Zeng Day Roger P. "Extent of use and obstacles faced by teachers in the integration of the graphing calculator into algebra I classes survey of Illinois high schools mathematics teachers /." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087860.

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Thesis (Ed. D.)--Illinois State University, 2003.
Title from title page screen, viewed November 29, 2005. Dissertation Committee: Zeng Lin, Roger Day (co-chairs), Paul Baker, John Rugutt. Includes bibliographical references (leaves 97-131) and abstract. Also available in print.

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Adams, Thomasenia Lott. "The effects of graphing calculators and a model for conceptual change on community college algebra students' concept of function." Gainesville, FL, 1993. http://www.archive.org/details/effectsofgraphin00adam.

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Whisenant, Martha A. (Martha Ann). "The Effects of the Use of the Calculator in Algebra I Classes on Basic Skills Maintenance and Algebra Achievement." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332440/.

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The purpose of this study was to determine whether there were any differences in basic skills maintenance between Algebra I students who used calculators during classroom mathematics instruction and Algebra I students who did not use calculators during classroom mathematics instruction. Another purpose of this study was to determine whether there were any differences in algebra achievement between Algebra I students who used calculators during classroom mathematics instruction and Algebra I students who did not use calculators during classroom mathematics instruction. This study also investigated the effects of the use of the calculator in Algebra I classes on students' attitudes toward mathematics.

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Brown, Jill P. "An insight into student understanding of functions in a graphing calculator environment." Connect to thesis, 2003. http://repository.unimelb.edu.au/10187/490.

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The introduction of graphing calculators into senior secondary schools and mandating of their use in high stakes assessment makes student expertise in finding a complete graph of a function essential. This thesis investigated the cognitive, metacognitive, mathematical, and technological processes senior secondary students used in seeking a complete graph of a difficult cubic function. A pretest of function knowledge was administered to two mixed ability classes in their final two years of secondary school. Five pairs of experienced users of TI-83 or 82 graphing calculators from these classes were audio and videotaped solving a problem task. Protocols were constructed and subjected to intensive qualitative macroanalysis and microanalysis using tools developed by the researcher from Schoenfeld’s work.
The findings were: (1)all students demonstrated understanding of the local and global nature of functions and the synthesis of these in determining a complete graph; (2) a range of mathematical and graphing calculator knowledge was applied in seeking a global view of the function with their combined application being more efficient and effective; (3) an understanding of automatic range scaling features facilitated efficient finding of a global view; (4) all pairs demonstrated having a clear mental image of the function sought and the possible positions of the calculator output relative to this; (5) students were able to resolve situations involving unexpected views of the graph to determine a global view; (6) students displayed understanding of local linearity of a function; (7) when working in the graphical representation, students used the algebraic but not the numerical representation to facilitate and support their solution; (8) scale marks were used to produce more elegant solutions and facilitate identification of key function features to produce a sketch but some students misunderstood the effect of altering these; (9) pairs differed in the proportion of cognitive and metacognitive behaviours demonstrated with question asking during evaluation supporting decision making; (10) correct selection of xxi an extensive range of graphing calculator features and use of dedicated features facilitated efficient and accurate identification of coordinates of key function features.

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Swan, Paul. "A comparison of mental strategies used by skilled and unskilled mental calculators." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1122.

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The purpose of this study was to investigate the various strategies used by year seven students when carrying out division computations mentally. A comparison was made between the strategies used by high and low performing mental calculators. A number of high and low performing mental calculators were chosen as a result of their performances on twelve interview items. Both groups of students were given a set of division problems to complete mentally. After solving each problem the students were asked on a one-to-one basis to reflect on the strategy or method they used to solve the problem. The interviews were audio-taped, transcribed and coded. Non verbal behaviour was recorded on a separate sheet during the interview. The data were analysed to determine what differences existed between high and low performing mental calculators in relation to the strategies they used to solve division computations mentally. The diversity and range of strategies used by each group were compared. Commonly used strategies were noted together with those which hindered the mental solution of problems. It is hoped that the results of this investigation can be used to aid teachers to improve the teaching of mental calculation in ordinary classrooms. The results may also be helpful to those working in remedial mathematics. Further it is hoped that a follow up study may be carried out to determine the best way of improving the performance of both skilled and unskilled mental calculators.

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Donald, Jack Bradshaw. "Technology in Mathematics Education: A Descriptive Study of the Availability and Uses of Calculators and Computers in Public High School Mathematics Classes in the State of Virginia." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30703.

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The purpose of this descriptive study was to investigate the availability and distribution of calculators and computers for the mathematics classes in public high schools across the State of Virginia; examine professional development activities used by teachers to prepare for the use of calculators and computers in the classroom; explore factors that may guide and influence mathematics teachers in the use of calculators and computers; examine the familiarity and degree of influence assigned by teachers to documents advocating technology use in mathematics education; determine in which SOL courses - Algebra I, Geometry, Algebra II, Math Analysis, Calculus, Discrete Mathematics, Probability & Statistics, and Computer Mathematics - calculators and computers are being used, as well as the frequency and type of usage; and explore the ways in which teachers have incorporated the use of calculators and computers into mathematics courses, as well as the problems overcome and successes which have resulted. The study surveyed the mathematics department heads from 80 public high schools from school divisions located throughout the State of Virginia through the use of a self-administered mail questionnaire. From these questionnaires, the data gathered about calculator and computer availability, factors influencing teachers' professional development, and actual usage in SOL courses were analyzed to provide a picture of the current state of technology use in the high school mathematics programs of these high schools. Results from this study indicate that: (1) Through funding provided by the State of Virginia, adequate quantities of graphing calculators and computers exist for use by students in mathematics classes; (2) the widespread use of graphing calculators in the classroom is being driven by the Standards of Learning for Virginia Public Schools; computer use is more limited, despite the availability of computers in classroom and lab settings; and (3) teachers are reported as wanting more professional development activities designed for incorporating calculator and computer use into the classroom, but have taken only limited advantage of existing opportunities, preferring to use self-training and school or division in-service activities to satisfy their needs.
Ed. D.

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Overall, Theresa Lynne. "One-to-one technology and mathematics achievement for eighth grade girls and boys in the state of Maine." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3632/.

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This study analyzed the eighth grade mathematics portion of the spring 2004 Maine Educational Assessment (MEA) achievement test and the survey questions that were also administered. The analysis was on a school-wide level (n = 182). The two survey questions used were: “Which statement best describes the use of calculators in your mathematics classes?” and "Which statement best describes how you use your laptop in mathematics class: getting data from the Web, finding mathematics problems online, creating graphs?" Correlational analysis, partial correlation, and regression were used to determine if there was any association between calculator usage, laptop usage, and mathematics achievement for girls and for boys in the first state-wide group of students to have one-to-one laptops in Maine. Calculator usage was found to be positively associated with mathematics achievement for both girls (partial correlation coefficient of .189 (p = .011)) and for boys (partial correlation coefficient of .193 (p = .010)) even after controlling for school size and socio-economic status. Though no significant association between laptop usage and mathematics achievement for either girls or boys was found, this may be more a reflection on the survey question being a weak measure than the usage of laptops. In a post-hoc analysis of findings, schools were rank ordered based on the average mathematics achievement score regardless of gender; the top 25% (n = 45) and the lower 25% (n = 45) of the schools were evaluated. In the top 25%, there was no statistically significant difference between school-wide girls' and boys' mathematics achievement scores. However, in the lower 25% of the schools, there was a statistically significant difference (p = .01) between the school-wide average of girls' and boys' mathematics achievement scores, with the girls' score being 1.49 points higher (p = .01, d = .447) than the boys'. Recommendations for refinement of MEA survey questions as well as future studies are provided.

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Chen, Jiawen. "The development of a DICOM import software and Modality Calculators for Radiology Protocols." Thesis, University of Iowa, 2015. https://ir.uiowa.edu/etd/5728.

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Medical imaging can involve different modalities, such as computed tomography (CT), magnetic resonance imaging (MRI), positron emission tomography (PET), and ultrasound. Each examination generated by these modalities has a set of unique instructions, the imaging protocol, which are imaging parameters determine the signal and contrast for creating a particular medical image. Properly managing imaging protocols is like systemically documenting an instruction handbook, which guarantees the quality of scans by providing the radiologist and technicians with appropriate procedures for a given indication. It also ensures patients’ safety by reducing repeated scans to acquire the desired image information. Radiology Protocols (RP) is a company that provides an online medical protocol database to improve protocol management. It recently developed RP Import, an imaging protocol import software, to automatically collecting elements from the medical imaging file – Digital Imaging and Communications in Medicine (DICOM) files, and mapping them to the specified protocol database. With the help of RP Import, protocol creation is much faster and eliminates manual definition of the parameters, thus this tool lays the foundation of the further development of imaging protocol management. Radiology Protocols also developed a series of Modality Calculators to assist radiologists and technicians to build or modify imaging protocols as they are needed. These calculators cover most of the essential medical parameter calculations associated with different modalities. By using them, computing specific parameters while editing protocols becomes more convenient, and determining the use and amount of certain medical parameters becomes more precise as well. In summary, RP Import and Modality Calculators are two meaningful tools in protocol management, and they also play very important roles in regulating procedure and dosage during the medical image practice.

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Collier, Bruce. "The little engines that could've the calculating machines of Charles Babbage /." New York : Garland Pub, 1990. http://catalog.hathitrust.org/api/volumes/oclc/22767490.html.

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Overall, Theresa Lynne Knezek Gerald A. "One-to-one technology and mathematics achievement for eighth grade girls and boys in the state of Maine." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3632.

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Howard, Peter T. "Primary teachers' attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes /." University of Western Sydney, Nepean, 1991. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030814.151939/index.html.

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Jones, Leslie Braziel Raines Brian Edward. "Adding machines." Waco, Tex. : Baylor University, 2009. http://hdl.handle.net/2104/5311.

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Yeakey, Janelle. "Infusing technology and algebra grant proposal." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009yeakeyj.pdf.

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35

Korenova, L., and D. Zidova. "Workshop: Some interesting math problems for high school students solved by graphic calculators CASIO." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-88172.

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The complete solution of real/life problems starts with the specification of the problem, its expression using mathematical concepts, solving it using a mathematical apparatus and interpreting its results using the terminology of the original problem area. In this four-stage process, graphic calculators can be efficiently used for speeding up its third (“purely mathematical”) stage. The application of ICT will free the teachers’ hands and allow them to concentrate on the pre-solution and post-solution relationships between the problem and its mathematical classification, representation, and meaning. During our 60-minute hands-on workshop, this principle will be demonstrated on examples from financial mathematics and other real-life problems using CASIO ClassPad. The workshop participants can play the role of learners. They are also invited to discuss and express their opinions on even more effective exploitation of this flexible tool. No previous experience with CASIO ClassPad is needed.

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Graber, John Paul. "Attitudes of parents and teachers toward the use of calculators in the elementary classroom /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9318172.

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Yuen, Kam-chao. "Teachers' and school heads' beliefs and feelings regarding calculator use in primary mathematics in Hong Kong." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597481.

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Gardner, Mary Catherine. "Changing math anxiety and attitudes with the use of graphics calculators for college intermediate algebra classes : differences by gender, age of student and experience of instructor." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036817.

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Graphics calculators have become an integral part of many introductory college mathematics courses. There has been little research to show the effects of introducing technology, along with an emphasis on the interrelationships of the numeric, symbolic, graphical, and verbal forms of functions, for courses that are traditionally considered pre-college mathematics. The major purpose of this study was to determine if changes in mathematics anxiety and attitudes occurred in Intermediate Algebra classes and to determine whether these changes were dependent on age, gender of student, and experience of instructor. The relationship between beginning levels of math anxiety and successful completion of the class were also examined.All sections of Intermediate Algebra taught at Grand Valley State University during the Winter semester of 1995 participated in the study. The first week of class, 479 students completed the initial survey. The final week of class, 264 of those students completed the survey again. In addition to gender and age of student, the survey instrumentcontained questions from seven of the Fennema-Sherman Mathematics Attitudes Scales. Each scale contained 12 questions, answered on a five point Likert type scale. High scores on the questionnaire indicated a positive attitude. Students in four sections were asked open ended questions every other week. At the end of the semester, instructors were given a questionnaire to determine their perceptions of how student's attitudes and anxieties changed.MANOVA for repeated measures using SPSS was used to perform the analyses with respect to age, gender, and teacher experience, over time. Faculty responses indicated they thought attitudes and levels of math anxiety improved over the semester. Although most groups did show some improvement, no significant change occurred. The only statistically significant differences detected were in math anxiety by gender and a combination of math anxiety and attitude by age. Females had higher levels of math anxiety (N = 166, initial M = 29.96, final M = 30.80) than males (N =.98, initial M = 33.87, final M = 34.79)and while older students appeared more math anxious, they also reflected a more positive attitude about mathematics.
Department of Educational Leadership

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Howard, Peter T., of Western Sydney Nepean University, and Faculty of Education. "Primary teacher's attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes." THESIS_FE_XXX_Howard_P.xml, 1991. http://handle.uws.edu.au:8081/1959.7/133.

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The last fifteen years has seen an increase in the availability of calculators for use by schools and students. Educational authorities in Australia, the United States of America and the United Kingdom have come to recommend the student use of calculators from Kindergarten upwards. This recommendation has attracted continuing controversy, specifically regarding the use of, calculators in primary schools. Such controversy prompts an important question: What views do primary teachers themselves hold on this issue? This report examined the findings of a study into primary teachers' present attitudes toward the student use of calculators in primary mathematics classes. Data were collected from a questionnaire administered during 1990 to a sample of teachers undertaking their fourth year of study for a Bachelor of Education (Primary) at three university campuses in New South Wales, Australia. Those teachers who supported the primary student use of calculators believed that calculators are a technological tool for use in mathematics, that they increase childrens' confidence, they take the focus off computation in doing problems and that children use them outside the classroom. It was found that of these teachers, 55% supported the introduction of calculators before the end of Year 2. A total of 4% did not support their use at all in primary mathematics classes. This study concluded that there was not overall support from primary teachers for the introduction of the calculator into Kindergarten as recommended in the National Statement on the use of Calculators for Mathematics in Australian Schools
Master of Education

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Cedillo, Ávalos Tenoch Esaú. "Exploring algebra as a language-in-use : a study with 11-12 year olds using graphic calculators." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10021709/.

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The thesis presents a research that focuses on how children's learning processes occur when algebra is introduced as a language-in-use. The research incorporates graphic calculators as a means for providing children with a computing environment where communication is held by using a symbolic language similar in syntax and notation to the algebraic code. The use of calculators is shaped by a set of tasks specifically designed for this study. The tasks are arranged in order to simulate the social processes through which children learn the mother tongue. The design of the learning environment is based on Bruner's research on children's language acquisition. According to this, the major aim of the study is to investigate the ways in which the calculator's symbolic code shapes children's expressions of general relationships, and more specifically the kinds of notions and strategies that children develop through using calculator language. The study seeks for an explanatory framework that might provide a better understanding of the potential of technological resources in the teaching of algebra. The study drew promising results that provide evidence for an alternative approach to teaching algebra. The thesis offers a discussion of the theoretical background and its relationship with the teachina method. It also provides an analysis of children's achievements and difficulties.

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Brown, Roger George, and rogergbrown@mac com. "The impact of the introduction of the graphics calculator on system wide 'high stakes' end of secondary school mathematics examinations." Swinburne University of Technology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20051117.121210.

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There has been widespread interest in the potential impact of the graphics calculator on system wide 'high stakes' end of secondary school mathematics examinations. This thesis has focused on one aspect, the way in which examiners have gone about writing examination questions in a graphics calculator assumed environment. Two aspects of this issue have been investigated. The first concerns the types of questions that can be asked in a graphics calculator assumed environment and their frequency of use. The second addresses the level of skills assessed and whether with the introduction of the graphics calculator has been associated with an increase in difficulty as has been frequently suggested. A descriptive case study methodology was used with three examination boards, the Danish Ministry of Education, Victorian Curriculum and Assessment Authority and the International Baccalaureate Organization. Four distinct categories of questions were identified which differed according to the potential for the graphics calculator to contribute to the solution of the question and the freedom the student was then given to make use of this potential. While all examination boards made use of the full range of questions, the tendency was to under use questions in which required the use of the calculator for their solution. In respect to the level of skills assessed, it was found that both prior to and after the introduction of the graphics calculator, all three examination boards used question types that primarily tested the use of lower level mathematical skills. With exceptions, where graphics calculator active questions have been used, the tendency has been to continue to ask routine mechanistic questions. In this regard, there is no evidence of the introduction of the graphics calculator being associated with either lowering or raising of the level of the mathematical skills assessed. For all cases studied, the graphics calculator was introduced with minimal change to the curriculum and examination policies. The role of the graphics calculator in the enacted curriculum was left implicit. The resulting examinations were consistent with the stated policies. However, the inexperience of some examiners and a general policy of containment or minimal change enabled examiners to minimise the impact of the introduction of the graphics calculators on assessment.

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Nordström, Daniel. "Miniräknaren i dagens gymnasieskola." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31815.

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Arbetets syfte var att undersöka hur lärare använder miniräknaren i sin undervisning men även hur eleverna använder den och om det finns några skillnader i attityder och användning mellan elever och lärare. Undersökningen gick också ut på att se om användandet har ökat eller minskat i gymnasieskolan. Arbetet syftade också till att undersöka om det finns några skillnader mellan tjejer och killars attityder till miniräknaren och tjejer och killars användning av den. En lärarenkät och en elevenkät delades ut på fem olika skolor och dessa låg till grund för undersökningen. Resultatet pekar på en ökad användning, en mer positiv attityd till miniräknaren hos gymnasielärarna och att alla lärare, i någon form, tar hänsyn till miniräknaren vid prov. Arbetet visar även att lärare oftast ser miniräknaren som ett pedagogiskt verktyg medan eleverna ser den mer som ett redskap för att effektivisera framförallt huvudräkning och tabellhantering. Det visar också på att killar har en mer positiv attityd till miniräknaren än vad tjejer har, tjejer är mer oroliga för att deras huvudräkningsförmåga ska försämras om de använder miniräknaren för ofta, detta är också något som flera lärare är oroliga för. Samtidigt är det fler killar än tjejer som inte använder miniräknare.
The main purpose was to investigate how teachers use calculators in their education but also to investigate how students use them and if it exists any differences concerning attitudes and usage between students and teachers. Another purpose was to see if the usage of calculators have increased or decreased and to see if there are any differences in gender. Different surveys were used, one for teachers and one for students at five different schools. The results suggested an increased usage, a more positive attitude towards calculators among the teachers and that every teacher uses calculators in some form when the construct tests. Another results shows that teachers seem to use calculators as a pedagogic tool but the students use them to handle tables more afficient. The work also shows that boys has a more positive attitude towards calculators than girls, girls are more worried that they will loose their ability to count using their head. It shows that this is also something the teachers are concerned about. There is also a lot more boys than girls that dont own a calculator.

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Dreiling, Keith M. "Graphing calculator use by high school mathematics teachers of western Kansas." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/284.

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Truelove, Heather Barnes. "An investigation of the psychology of global warming perceptions, predictors of behavior, and the persuasiveness of ecological footprint calculators /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Summer2009/H_Truelove_082209.pdf.

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Wareham, Kenneth L. "Hand-Held Calculators And Mathematics Achievement: What the 1996 National Assessment Of Educational Progress Eighth-Grade Mathematics Exam Scores Tell Us." DigitalCommons@USU, 2005. https://digitalcommons.usu.edu/etd/6225.

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The purpose of this study was to analyze the 1996 National Assessment of Educational Progress data to identify the relationship between calculator use and student performance on the National Assessment of Educational Progress Mathematics Assessment. This general purpose includes several sub issues. In addition to being interested in the overall relationship between use and National Assessment of Educational Progress achievement (including the effort to control for spurious factors), this study examined the contextual factors that moderate the impact of calculator use. Similarly, it analyzed the relationship between calculator use and student performance on calculator-allowed and calculator-restricted items, as well as the ability of students to recognize whether the use of a calculator was appropriate when responding to a math problem. Findings indicate that significant differences in achievement exist between students who regularly use calculators and those who do not use calculators. Even when controlling for various contextual factors that moderated this relationship (e.g., gender, socioeconomic status, parents' level of education, students' National Assessment of Educational Progress achievement level), it was found that the more frequently students use a calculator the higher their scores tend to be. The results also show that when not allowed to use calculators, the more frequent calculator users continue to score higher than those who do not use calculators. Finally, using calculators does not automatically equate to calculator dependence, and, in fact, the more often students use a calculator the more adept they are at applying it properly and withholding it when inappropriate. Based on the findings of this study, the use of a calculator in mathematics classes should improve students' ability to learn mathematical concepts and apply calculator technology in an appropriate manner when solving mathematical problems.

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Spinato, Hunter Julie. "The Effects of Graphing Calculator use on High-School Students' Reasoning in Integral Calculus." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/1346.

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This mixed-method study investigated the impact of graphing calculator use on high school calculus students' reasoning skills through calculus problems when applying to concepts of the definite integral and its applications. The study provides an investigation of the effects on reasoning when graphing calculators are used, since it is proposed that, through reasoning, conceptual understanding can be achieved. Three research questions were used to guide the study: (1) Does the use of the graphing calculator improve high school calculus students' reasoning ability in calculus problems applying the definite integral? (2) In what specific areas of reasoning does use of the graphing calculator seem to be most and least effective? and (3) To what extent can students who have used the graphing calculator demonstrate ability to solve problems using pencil and paper methods? The study included a quantitative, quasi-experimental component and a qualitative component. Results of the quantitative and qualitative analysis indicate that (1) graphing calculators had a positive impact upon students' reasoning skills (2) graphing calculators were most effective in the areas of initiating a strategy and monitoring progress (3) students' reasoning skills were most improved when graphing calculators were used together with the analytic approach during both instruction and testing and (4) students who used the graphing calculator performed equally as well in all elements of reasoning as those who used pencil and paper to solve problems.

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Muhundan, Arumugam. "Effects of using graphing calculators with a numerical approach on students' learning of limits and derivatives in an applied calculus course at a community college." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001186.

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Bergqvist, Tomas. "To explore and verify in mathematics." Doctoral thesis, Umeå universitet, Institutionen för matematik och matematisk statistik, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-9345.

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This dissertation consists of four articles and a summary. The main focus of the studies is students' explorations in upper secondary school mathematics. In the first study the central research question was to find out if the students could learn something difficult by using the graphing calculator. The students were working with questions connected to factorisation of quadratic polynomials, and the factor theorem. The results indicate that the students got a better understanding for the factor theorem, and for the connection between graphical and algebraical representations. The second study focused on a the last part of an investigation, the verification of an idea or a conjecture. Students were given three conjectures and asked to decide if they were true or false, and also to explain why the conjectures were true or false. In this study I found that the students wanted to use rather abstract mathematics in order to verify the conjectures. Since the results from the second study disagreed with other research in similar situations, I wanted to see what Swedish teachers had to say of the students' ways to verify the conjectures. The third study is an interview study where some teachers were asked what expectations they had on students who were supposed to verify the three conjectures from the second study. The teachers were also confronted with examples from my second study, and asked to comment on how the students performed. The results indicate that teachers tend to underestimate students' mathematical reasoning. A central focus to all my three studies is explorations in mathematics. My fourth study, a revised version of a pilot study performed 1998, concerns exactly that: how students in upper secondary school explore a mathematical concept. The results indicate that the students are able to perform explorations in mathematics, and that the graphing calculator has a potential as a pedagogical aid, it can be a support for the students' mathematical reasoning.

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Pechman, Nancy K. "A study using the 10-key pad on a microcomputer and electronic calculator." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/3530.

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This study was conducted to determine whether there was a significant difference between the development of speed and accuracy on a 10-key pad on a microcomputer or on an electronic calculator. A total of 204 participants were involved in the quasi-experiment.

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Yaakub, Baiduriah. "Graphing calculators and the zone of proximal development : a study of fourteen year old Malaysian students development of graphical concepts with technology." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10020421/.

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This study investigates 14 year-old students' development of graphical concepts using graphing calculators. Two learning models based on two broad interpretations of Vygotsky's "zone of proximal development" were implemented to gauge the role of graphing calculators in technology-based learning. Epistemological case studies were used to ascertain the extent to which the graphing calculator facilitated the learning of key graphical concepts. To this end, students of different levels of mathematical attainment were observed to determine the different kinds of understanding they derived from using the technology. The 24 students participating in the study were pre and post tested, and formed into two groups. One group was taught according to a structured, teacher-led learning model, and the other group was taught according to an open-ended, activity-led learning model. What emerges from the study is the complexity of the teaching and learning situation when technology is incorporated. A student's learning of graphical concepts with the graphing calculator was the result of an interplay between his/her knowledge of the functionality of the graphing calculator, existing mathematical knowledge and the nature of teacher intervention. The use of the graphing calculator raises the issues of the ordering or sequencing of learning of graphs from simple linear equations to those perceived as more complex polynomials. With the graphing calculator, students were able to learn much more than was thought possible. Changes in students' mathematical learning were accompanied by a change in the role of the calculator from a static display tool to a mediational tool. The study also highlights the issues of teachers' roles when technology is incorporated including teacher's content knowledge, and the ways in which teachers intervene with students, in particular how teachers deal with students' semantic and syntactic errors in using the calculator.

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