Lawton, T. (2000). Effects of graphing calculators on students’ confidence and performance in college algebra: Race and gender related differences (Publication No. 9939118) [Doctoral dissertation, University of Central Florida]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304549859
Dissertation
Lawton, T. (2000). Effects of graphing calculators on students’ confidence and performance in college algebra: Race and gender related differences (Publication No. 9939118) [Doctoral dissertation, University of Central Florida]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304549859
Notes
University of Central Florida (Orlando, FL); ProQuest document ID: 304549859
Tags
Calculation device or software (interactive); Math; No disability; Postsecondary; Student survey; U.S. context
URL
https://www.proquest.com/docview/304549859
Summary
Accommodation
Students were instructed how to use graphing calculators and were permitted to use graphing calculators for part of the term.
Participants
Students (N=313) enrolled in college algebra at a community college in the central part of Florida (U.S.) participated. No disabilities were specified for any students.
Dependent Variable
A revised edition of the Fennema-Sherman Mathematics Attitude Scale was used to measure subjects' mathematical performance. Student performance in the class was also used as a dependent variable.
Findings
The mathematics performance for college algebra students improved with the use of the graphing calculator, but no significant gender-specific or race-specific differences in mathematics performance were found.
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