Effects of using graphing calculators to solve quadratics with high school mathematics students

This action research project examined the effect the graphing calculator has on student achievement and attitudes when solving quadratics by factoring, using tables, graphing, and using the quadratic formula during the 2006/2007 school year. Thirty-nine students participated in the study by completing a pretest, posttest, presurvey, and postsurvey. Analysis of the data consists of descriptive statistics and inferential statistics utilizing a t test to compare pretest and posttest score and presurvey and postsurvey scores between the calculator and non-calculator group. The findings of the study revealed that students who are allowed to use the graphing calculator to solve quadratics show more improvement than the students who are not allowed to use the graphing calculator. It was also shown that students see the value of mathematics, have a higher enjoyment, and are more motivated when they are allowed to use the graphing calculator when solving quadratics. Results of this study will provide relevant information for educators interested in when and how to use the graphing calculator in a mathematics classroom.