Calculator Use on NAEP: A Look at Fourth‐ and Eighth‐Grade Mathematics Achievement

Abstract

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

Using Calculator-Assisted Instruction to Enhance Low-Achievers in Learning Number Sense: A Case Study of Two Fifth Graders in Taiwan

“…Through the calculator-assisted approach, they were more able to notice the whole problem-solving process and to interpret their answers. These results might confirm that the presence of a calculator provides a richer learning environment to foster low-achievers' learning number sense, as well as to remove the need of focusing on counting procedures and providing a powerful understanding of symbols (Walcott & Stickles, 2012). Inasmuch as the evidence that the calculator-assisted instruction could help low-achievers develop number sense, it might be reasonable to infer that the calculator-assisted teaching approach would also be advantageous to high-or middle-achievers.…”

Driving Assessment Scores with Effective Calculator Implementation

“…When implemented in the classroom, digital math tools such as basic calculators, graphing calculators, and computer algebraic systems (CAS) can enhance student achievement. Research comparing assessment scores of students who did and did not use calculators has shown that students who reported calculator use outperformed those who reported no calculator use (Walcott & Stickles, 2012). Similar results were demonstrated in Schmidt et al's (2009) study, concluding that a majority of students who learned using CAS technology did noticeably better on assessments when compared to students who knew without CAS.…”

The use of on-screen calculator as a digital tool in technology-enhanced items

“…Previous studies in which large-scale assessment data were used showed that students who used calculators for mathematics problem solving items had significantly higher test scores than the students who did not use them (Mullis et al, 2021: Walcott & Stickles, 2012.…”

“…For some item types, an onscreen calculator should not be provided depending on the construct being measured and for some items the calculators may not be needed. For instance, Walcott and Stickles (2012) conducted a study using eighth grade level NAEP data that included two types of itemsproblem solving items and noncomputational mathematics concept items-where they studied the effect of calculator use and item types. The results showed that students who used calculators had significantly better performance on problem solving items when compared to students who did not use calculators.…”