The findings of this investigation support the following conclusions. 1. The review of published research reports yielded conflicting conclusions as to the value of using minicalculators in teaching mathematics to students. 2. The use of minicalculators does not improve a student's mathematical achievement as measured by the Comprehensive Tests of Basic Skills. 3. The use of minicalculators does not improve a student's attitude as measured by the Likert-Tye Attitude Scale. 4. The use of minicalculators does not improve a student's self-esteem as measured by the Self-Esteem Inventory. 5. There is no significant difference in attitude, selfesteem or mathematical achievement between boys and girls in the area of mathematics.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc500314 |
| Date | 12 1900 |
| Creators | Fugate, Barbara Riley |
| Contributors | Watson, Hoyt F., Bezdek, Jim J., Cochran, Judith A. |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 122 leaves, Text |
| Rights | Public, Fugate, Barbara Riley, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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