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Modeling the Influence of Calculator Use and Teacher Effects on First Grade Students’ Mathematics Achievement
Article

## Drew Polly, UNC-Charlotte, United States

JCMST Volume 27, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

## Abstract

American students continue to struggle on measures of student achievement. This study employed Hierarchical Linear Modeling to estimate a two-level model and examine the influences of calculator use and teachers' instructional practices on student achievement in mathematics amongst first-grade students. The outcome variable was mathematics test scores from the Early Childhood Longitudinal Study (ECLS). The analysis indicated that students, who frequently use calculators, explain their approach to solving mathematics problems and write out algebraic expressions scored significant higher than their peers. Implications for further research are also shared.

## Citation

Polly, D. (2008). Modeling the Influence of Calculator Use and Teacher Effects on First Grade Students’ Mathematics Achievement. Journal of Computers in Mathematics and Science Teaching, 27(3), 245-263. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 19, 2020 from https://www.learntechlib.org/primary/p/24459/.

© 2008 Association for the Advancement of Computing in Education (AACE)

### Keywords

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### Employing Technology-Rich Mathematical Tasks to Develop Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK)

#### Drew Polly, Jennifer R. McGee & Christie Sullivan, UNC Charlotte, United States

Journal of Computers in Mathematics and Science Teaching Vol. 29, No. 4 (October 2010) pp. 455–472

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