Appendices

Widespread concern over the use of calculators by (1 children prompted a broad year-long study of the impact of Ilators on elementary school mathematics learning. Two teachers frws each of grades 2-6 from five midkestern states participated in the study, which was designed to approximate a ftfirst use " level of calculators in schools. Pupils continued to study from their regular mathematics textbooks and teachers were encouraged to select calculator activities from reference materials made available by the study. The experimenters made no attempt to prescribe calculator activities or a specific frequency of calculator use. The following conclusions seen warranted: (1) there are no measurable detrimental effects for the first-year use of calculators for teaching mathematics in grades 2-6: (2) children have a high, positive attitude toward using calculators in mathematics: and (3) childre