Graphing calculators: Teacher perceptions, training, and attitude

The purpose for this study was twofold. First, this study designed to investigate the relationship between six teacher traits and academic achievement scores of students enrolled in Algebra I classes. Traits measured were years of teaching experience, training in the use of graphing calculators, preferred teaching strategy, teachers\u27 attitudes toward using graphing calculators for teaching Algebra I, use of graphing calculators, and gender. Second, achievement scores of the students whose teachers used graphing calculators in the Algebra I classroom were compared with students of teachers who did not. The sample of this study consisted of 43 teachers and 1,697 students in the Omaha Publics Schools (OPS) in Algebra I classes during the 1995-96 academic year. Two instruments were used: a survey containing six sections and an achievement test. Descriptive statistics (frequencies, means, and standard deviations), analysis of group differences (t-test), and multiple regression analysis (stepwise approach and enter approach) were used to analyze the data. Findings of the study included: (1) There was a positive correlation between certain teacher characteristics and the mathematics achievement of the students. (2) Teachers with a high level of training tended to have students with high achievement scores. (3) The use of graphing calculators in the classroom was found to have a significant relationship with teachers\u27 level of training, perceptions, and attitudes. Calculator use appeared to make teachers more effective, which in turn made students learn more. (4) Many teachers who used graphing calculators in teaching algebra had not been adequately trained in their use and had to often resort to self-training. (5) Little organized teacher training in the field of calculators was reported by the respondents