The “plus” provided by graphics calculators in teaching undergraduate statistics. Paper presented at

It has long been accepted that the use of technology, in the form of computer packages, is beneficial in teaching undergraduate statistics. However, having recognised the potential of graphics calculators with inferential statistics capabilities, the relative roles of the different forms of technology were investigated. Initially, the focus was on calculators versus computers, evaluating the students ’ preferences. It soon became clear that it is technology as a whole that is important in a statistics course, rather than one particular form. Consequently, during 2001 the emphasis has been on providing access to learning with a whole range of technologies. Through surveys and interviews, the students have indicated that, whilst they recognise the need for computer packages in future work situations, their learning has been greatly enhanced by the use of graphics calculators. This seems to be due, in part, to their existing familiarity and confidence with the calculators as much as to the calculator’s capabilities. Graphics calculators are required in the school leaving examinations in Western Australia and the majority of science students arrive at Murdoch University owning one that has statistical inference facilities. (Typically, about three-quarters of the students have a graphics calculator capable of statistical inference in their final examination.) The benefits to effective learning gained by incorporating, as an extra learning tool, facilities that the students already have at their fingertips have definitely outweighed any extra time required in developing appropriate learning activities