#
Modeling the Influence of Calculator Use and Teacher Effects on First Grade Students’ Mathematics Achievement
Article

## Drew Polly, UNC-Charlotte, United States

JCMST Volume 27, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

## Abstract

American students continue to struggle on measures of student achievement. This study employed Hierarchical Linear Modeling to estimate a two-level model and examine the influences of calculator use and teachers' instructional practices on student achievement in mathematics amongst first-grade students. The outcome variable was mathematics test scores from the Early Childhood Longitudinal Study (ECLS). The analysis indicated that students, who frequently use calculators, explain their approach to solving mathematics problems and write out algebraic expressions scored significant higher than their peers. Implications for further research are also shared.

## Citation

Polly, D. (2008). Modeling the Influence of Calculator Use and Teacher Effects on First Grade Students’ Mathematics Achievement. Journal of Computers in Mathematics and Science Teaching, 27(3), 245-263. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 27, 2021 from https://www.learntechlib.org/primary/p/24459/.

© 2008 Association for the Advancement of Computing in Education (AACE)

### Keywords

## References

View References & Citations Map- Ball, D. L., Lubienski, S. T., & Mewborn, D. S. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge.
- Becker, H. J. & Ravitz, J. L. (2001). Computer use by teachers: Are Cuban’s predictions correct? Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
- Borko, H., & Putnam, R. T. (1995). Expanding a teacher’s knowledge base: A cognitive psychological perspective on professional development. In T. R. Guskey, M (Ed.), Professional development in education: new paradigms and practices (pp. 35-65). New York: Teachers College Press.
- Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
- Bransford, J. D., Brown, A., & Cocking, R. (2000). (Eds.), How People Learn: Mind, Brain, Experience and School, Expanded Edition. Washington, DC: National Academy Press.
- Braswell, J. S., Lutkus, A. D., Grigg, W. S., Santapau, S. L., Tay-Lim, B., & Johnson, M. (2001, August). The nation’s report card: Mathematics 2000. Washington, DC: National Center for Educational Statistics.
- Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 32-42.
- Bruce, B. C., & Davidson, J. (1996). An inquiry model for literacy across the curriculum. Journal of Curriculum Studies, 28(3), 281-300.
- Burstein, L., McDonnell, L.M., Van Winkle, J., Ormseth, T., Mirocha, J., & Guitton, G. (1995). Validating national curriculum indicators. Santa Monica, CA: RAND.
- Campbell, P.F., & Stewart, E.L. (1993). Calculators and computers. In Early Childhood Mathematics: NCTM Research Interpretation Project, by R. Jensen (Eds.), 251–68. New York: Macmillan Publishing Co.
- Carnine, D.W., Chard, D., Dixon, R.C., Lee, D., & Wallin, J (1998). Report to the California State Board of Education and Addendum to Principal Report: Review of High Quality Experimental Mathematics Research. Eugene, OR: National Center to Improve the Tools of Educators.
- CEO Forum (2001). The CEO forum policy paper: Educational technology must
- Cognition and Technology Group at Vanderbilt (CGTV) (1997). The Jasper project: Lessons in curriculum, instruction, assessment, and professional development. Mahwah, NJ: Lawrence Erlbaum Associates.
- Desimone, L.M., Porter, A.C., Garet, M.S., Yoon, K.S., & Birman, B.F. (2002). Effects of professional development on teachers’ instruction: Results from a threeyear longitudinal study. Educational Evaluation and Policy Analysis 24, 81112.
- Driscoll, M. (1999). Fostering algebraic thinking. New York, New York: Heinemann.
- Glazer, E.M. (2004). From a caterpillar to a butterﬂ y: The growth of a teacher in developing technology-enhanced mathematical investigations. Journal of Technology and Teacher Education, 12(1), 115-138.
- Gonzalez, P., Guzman, J.C., Partelow, L., Pahlke, E., Jocelyn, L., Kastberg, D., & Williams, T. (2004). Highlights from the Trends in International Mathematics and Science Study (TIMSS) 2003. Washington, DC: National Center for Educational Statistics.
- Hawley, W.D. & Valli, L. (1999). The Essentials of Effective Professional Development, in Darling-Hammond, L & Sykes, G (eds.) (1999), Teaching as the
- Hembree, R., & Dessart, D.J. (1992). Research on calculators in mathematics education. In J. Fey (Ed.), Calculators in Mathematics Education, 1992 Yearbook of the National Council of Teachers of Mathematics (NCTM), pp. 22–31, Reston, Va.: NCTM.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: England. Cambridge University Press.
- Market Data Retrieval. (2002). Technology in education, 2002. Retrieved March 24, 2003 from: http://www.schooldata.com/publications3.html.
- Mayer, D. (1999). Measuring instructional practice: Can policymakers trust survey data? Educational Evaluation and Policy Analysis, 21(1), 29-45.
- McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco: Jossey-Bass.
- McNamara, D. S. (1995). Effects of Prior Knowledge on the Generation Advantage: Calculators Versus Calculation to Learn Simple Multiplication. Journal of Educational Psychology, 87, 307-318.
- Millken Family Foundation (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality. Princeton, NJ: ETS. Available at: www.ets.org/research/pic/teamat.pdf.
- National Council for Teachers of Mathematics. (1989), Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
- National Council for Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.
- National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Alexandria, VA: Author.
- National Council of Teachers of Mathematics (NCTM) (2002). Calculators and the Education of Youth. Retrieved May 1, 2005 from http://www.nctm.org/about/position_statements/position_statement_01.htm
- National Partnership for Excellence and Accountability in Teaching (NPEAT) (2000a). Improving Professional Development: Research Based Standards. Washington, DC: NPEAT.
- National Partnership for Excellence and Accountability in Teaching (NPEAT) (2000b). Revisioning professional development: What learner-centered professional development looks like. Oxford, OH: NAEP.
- National Research Council (1996). National Science Education Standards. Washington, DC: National Academy Press.
- Porter, A. C. (1998). Dilemmas in assessing academic achievement. In N. M. Lambert & B. L. McCombs, How students learn: Reforming schools through learner-centered education (pp. 339-350). Washington, DC: American Psychological Association.
- Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teaching? Educational Researcher, 29(1), 4-15.
- Reys, R., Reys, B., Lapan, R., Holliday, G., & Wasman, D. (2003). Assessing the impact of standards-based middle grades mathematics curriculum materials
- Ringstaff, C., & Kelly, L. (2002). The learning return on our educational technology investment: A review of ﬁ ndings from research. San Francisco, CA: WestEd RTEC.
- Roschelle, J., Pea, R., Hoadley, C., Gordin, D., & Means, B. (2001). Changing how and what children learn in schools with computer-based technologies. The Future of Children, 10(2), 76-101.
- Scardamalia, M., & Bereiter, C. (1996). Computer support for knowledge-building communities. In T. Koschmann, (Ed.). CSCL: Theory and practice of an emerging paradigm. Mahway, NJ: Erlbaum.
- Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology.
- Schoenfeld, A. (1992) Learning to think mathematically: Problem solving, metacognition, and sensemaking in mathematics. In D. Grouws. (Ed). (1992)
- Schwartz, J. (2005). Balanced Assessment. Retrieved May 1, 2005 from: http://balancedassessment.concord.org/
- Smith, B. A. (1997). A meta-analysis of outcomes from the use of calculators in mathematics education. (Texas A&M University, 1996). Dissertation Abstracts International, 58, 787A.
- Sparks, D., & Hirsch, S. (1997). A new vision for staff development. Alexandria, VA, and Oxford, OH: Association for Supervision and Curriculum Development and National Staff Development Council.
- Stein, M.K., Grover, B.W., and Henningsen, M. (1996). Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical
- Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Educational Testing Service Policy Information Center.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References## Cited By

View References & Citations Map-
### Employing Technology-Rich Mathematical Tasks to Develop Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK)

#### Drew Polly, Jennifer R. McGee & Christie Sullivan, UNC Charlotte, United States

Journal of Computers in Mathematics and Science Teaching Vol. 29, No. 4 (October 2010) pp. 455–472

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.