A Historical Analysis of Attitudes toward the Use of Calculators in Junior High and High School Math Classrooms in the United States since 1975

Autor/in	Banks, Sarah A.
Titel	A Historical Analysis of Attitudes toward the Use of Calculators in Junior High and High School Math Classrooms in the United States since 1975
Quelle	(2011), (107 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Mathematics Curriculum; Calculators; National Organizations; Boards of Education; Mathematics Instruction; Educational History; Educational Technology; Parent Attitudes; Educational Policy; Policy Analysis; Influence of Technology; Technology Uses in Education; Junior High School Students; National Standards; Graphing Calculators; Meta Analysis; Literature Reviews; Synthesis; Content Analysis; Discourse Analysis; College Entrance Examinations; ACT Assessment; National Assessment of Educational Progress; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Calculator; Rechner; Rechenmaschine; Ausschuss; Mathematics lessons; Mathematikunterricht; History of education; Bildungsgeschichte; Unterrichtsmedien; Elternverhalten; Politics of education; Bildungspolitik; Politikfeldanalyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Grafischer Taschenrechner; Meta-analysis; Metaanalyse; Inhaltsanalyse; Diskursanalyse; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This thesis explored the history of calculator usage in mathematics classrooms in the United States since 1975 with a focus on the attitudes of parents, educators, and national organizations. The influence of historical events, people, organizations, research, and trends was explored in depth. Studying the changes that calculators have brought to mathematics curriculum and how educators have reacted in the past will help to explain why math curriculum and school systems have adopted the attitudes and policies about calculators that they currently hold. This study found similar attitudes and reactions by parents and educators toward calculator usage in contrast to the opinions and mandates of organizations such as the NCTM, the College Board, and local school board administrations. Parents and educators were strikingly more hesitant and concerned regarding the effects of calculators than educational institutions. The results will be useful for future curriculum decisions in mathematics classrooms. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10