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Conclusion: Effective use of graphing calculators has been shown to improve students' attitudes toward math.
Virginia Commonwealth University / SRI International
A peer-reviewed meta-analysis of 54 of studies with the strongest form of evidence, high-quality experimental and quasi-experimental studies concluded:
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| • | Students using graphing calculators in instruction had significantly better attitudes toward math than those not using the technology in instruction (effect size .49 across 8 studies) |
 Reference: (Ellington 2003)
Reference: Center for Technology in Learning (2007), "How can teachers translate students' positive attitudes towards ICTs into better mathematics learning?" Research Note #12, Menlo Park, CA
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Conclusion: Skilled middle school mathematics teachers who use calculators can positively affect students' attitude, confidence, engagement and achievement.
Northern Arizona University
A review of middle school peer-reviewed studies using qualitative and quantitative methods concluded that when technology (including calculators) is used well:
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| • | Positive effects can occur on students' attitudes toward learning, confidence in their abilities to do mathematics, engagement with the subject matter, and mathematical achievement and conceptual understanding. |
| • | The effect depends on the teacher's skill in integrating technology into the curriculum. |
Reference: (Guerrero, Walker et al. 2004)
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