The effects on achievement, retention of mathematical knowledge, and attitudes toward mathematics as a result of supplementing the traditional algebra II curriculum with graphing calculator activities

Educational institutions are faced with the problem of how best to use technology in the instructional process. This study was designed to help answer the question, "Is the use of graphing calculators really a good thing for mathematics education?" This study compared the effectiveness of supplementing the traditional Algebra II curriculum of quadratic equations and related problem-solving situations with graphing calculator activities to not supplementing the same Algebra II curriculum with graphing calculator activities. The criteria for comparison were the differences in overall achievement scores from pretest to posttest and from posttest to retention test, and attitudinal scores for confidence in doing mathematics, anxiety levels toward mathematics and students' attitudes toward mathematics and technology. Achievement subscores relating to paper-and-pencil skills and problem-solving skills were also analyzed.;The data revealed that the overall gain in achievement scores from pretest to posttest for the treatment class was significantly higher than the gain in achievement scores for the control class. Contrary to expectations, the gain in paper-and-pencil achievement scores for the control class was greater than the gain in paper-and-pencil achievement scores for the experimental class; however, the gain in achievement scores for problem-solving situations was significantly higher for the treatment class. There were no significant findings for retention of mathematical skills, confidence levels for doing mathematics, anxiety levels toward mathematics, or attitudinal scores toward mathematics and technology as the result of supplementing the traditional curriculum with graphing calculator activities.;The results of this study indicate that average-ability Algebra II students stand to gain mathematical power as a result of instruction that integrates graphing calculator activities into the traditional Algebra II curriculum.