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This article summarizes research conducted on calculator block items from the 2007 fourth-and eighth-grade National Assessment of Educational Progress Main Mathematics. Calculator items from the assessment were categorized into two categories: problem-solving items and noncomputational mathematics concept items. A calculator has the potential to be used as a problem-solving tool for items categorized in the first category. On the other hand, there are no practical uses for calculators for noncomputational mathematics concept items. Item-level performance data were disaggregated by student-reported calculator use to investigate the differences in achievement of those fourth-and eighth-grade students who chose to use calculators versus those who did not, and whether or not the nation's fourth and eighth graders are able to identify items where calculator use serves as an aide for solving a given mathematical problem. Results from the analysis show that eighth graders, in particular, benefit most from the use of calculators on problem-solving items. A small percentage of students at both grade levels attempted to use a calculator to solve problems in the noncomputational mathematics concept category (items in which the use of a calculator does not serve as a tool to solve the problem).School Science and Mathematics 241

In this study, the characteristics of teachers that motivate their implementation of reform curriculum, and the factors that influence the teachers' success in implementing the curriculum are investigated. In particular, teachers' internal struggles, frustrations, collegiality, and classroom successes during the implementation of the reform curriculum are considered. From data gathered from elementary school teachers through electronic instructional logs, a classification emerges that suggests that teachers fall into three broad categories based on their characteristics. Implications and future research directions are suggested.

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