| NCTM (1998) suggests that comprehensive models for calculator use in K--12 mathematics include appropriate and consistent curriculum, instruction, and assessments. Current recommendations (NCTM, 2000) suggest that calculator use should be an outgrowth of the teaching of computational fluency. The Pittsburgh Public Schools has implemented calculators as part of its comprehensive standards-based program, which includes the Every Mathematics curriculum, the New Standards assessment system, and the PRIME staff development program.;This study investigated how fourth grade teachers, who are strong implementers of a standards-based mathematics program, integrate calculators as a learning tool while developing computational fluency. Five specific research questions addressed program consistency, conflicts between calculator use and mental arithmetic, variables that influence instructional decisions regarding calculators, strategies for teaching mental arithmetic and how calculators are used as learning tools.;The population surveyed consisted of twenty-six fourth grade teachers who were selected as being strong implementers of a standards-based curriculum and eight elementary demonstration teachers who lead the district's mathematics staff development program. A survey was developed to gather data on the strong implementers' perceptions and beliefs pertaining to calculator use. A second survey was developed to assess the demonstration teachers' perceptions and beliefs pertaining to program consistency.;The study found that the district's fourth grade mathematics program is internally consistent and the driving force behind how strong implementers teach computational fluency while integrating calculators. The study indicated that a comprehensive program could provide the support mechanisms necessary to allow strong implementers, even those with reservations about using calculators while teaching mental arithmetic, to suspend their beliefs in practice and implement the program appropriately. The study also found that the concept of using calculators as a learning tool is in need of further articulation. In particular, calculators are seldom used as exploration tools and are not perceived by a noteworthy subset of strong implementers as helping to develop problem solving strategies. |
