This Research Brief is a synthesis of nearly 200 research studies on calculator use in the classroom. The goal is to provide practitioners and researchers advice on how the research knowledge base can guide classroom practice and support future research. In this Research Brief the authors address the common question of practice: Are there consistent findings in mathematics education technology research about the use of calculators?
In general, the body of research shows that the use of calculators in the teaching and learning of mathematics does not contribute to any negative outcomes for skill development or procedural proficiency, but instead enhances the understanding of mathematics concepts and student orientation toward mathematics.
Studies analyzed in this Research Brief examine four kinds of calculator use: Four function, scientific, graphing, and advanced use (such as CAS or dynamic geometry software).
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