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Recognised evidence on the effectiveness of graphing technology.
Teaching with graphics calculators using the techniques identified as successful has been shown to yield average learning gains in the range of 14% to 50%.
A meta-analysis of 54 high-quality studies found average effect sizes due to graphics calculator use in four types of learning outcomes for maths were:
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| • | Operational Skills g=.32 |
| • | Computational Skills g=.43 |
| • | Problem Solving g=.22 |
| • | Attitude towards maths g=.32< BR> |
| • | A meta-analysis of six high-quality studies showed an effect size due to graphics calculator use of .85 |
 Reference: (Ellington 2003), Virginia Commonwealth University
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Use of graphics calculators in grades 6-8 (age 11-14) to teach Algebra and for testing is proven effective.
Use of graphics calculators for teaching number and operations is a promising practice for grades 3-5 (age 8-11), and an emerging practice for grades 9-12 (age 14-18).
Use of graphics calculators is a promising practice in grades 9-12 for teaching algebra, geometry, data analysis and probability.
A review of school research on effectiveness of teaching mathematics with calculators concluded that:
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| • | Use of graphics calculators for teaching Algebra and for testing in grades 6-8 is proven effective. |
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| Evidence is promising, but not as strong, for:
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| • | Teaching number and operations to age 8 with use of basic calculators |
| • | Teaching number and operations in grades 3-5 with graphics calculators |
| • | Testing in grades 6-8 with basic calculators |
| • | Teaching in grades 6-8 of multiple topics (including geometry and number and operations) |
| • | Teaching in grades 9-12 with graphics calculators for in algebra, geometry, and data analysis and probability |
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| Evidence is emerging, but not yet strong, for teaching number and operations in grades 9-12 with graphics calculators
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Reference: (Helsel, Hitchcock et al. 2006) Center for Implementing Technology in Education (CITEd).
See also cited.org
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Gains in understanding and visualisation can result from multiple representations, when:
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| • | Software is well designed |
| • | Teachers are skilled |
| • | Students know how to use the device critically |
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| A UK review of 14 studies of multiple representations found gains in understanding with appropriate software design and teaching, including use of visualisation to solve problems in graphing. However, lower attaining learners preferred working with tables and had trouble moving between symbolic, tabular and graphical forms, depending on the nature of the task assigned. The review also concluded that the learner has to learn how to use the tool critically before it can be used effectively. The teacher’s skill in orchestrating whole class sharing of knowledge is critical.
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| Reference: (Goulding 2008), University of York
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Effective teaching with graphics calculators may have a positive effect on success in developmental maths and thus on post-secondary retention.
While available research does not make a conclusive case, the results suggest the potential contribution of graphics calculators to success in developmental maths and thus to learner retention, at post-secondary level.
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| Reference: (SRI 2008) SRI, Inc., Menlo Park, CA
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Learners with graphics technology had better understanding of functions, variables, solving algebra problems in applied contexts and interpreting graphs.
Handheld graphics technology can be an important factor in helping learners develop a better understanding of mathematical concepts, score higher on performance measures and achieve a higher level of problem solving skills.
Learners who have been taught effectively with graphics calculators use graphs, engage in problem solving and are more flexible in:
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| • | Choosing solution strategies |
| • | Making conjectures |
| • | Moving among algebraic, numeric and graphical approaches |
| • | Working with real data |
| Reference: (SRI 2006) SRI, Inc., Menlo Park, CA
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