The implementation of using calculators in the Irish Junior Certificate Mathematics curriculum and examinations brought about discussions about its impact on students’ performance and learning attitudes. To compare the difference before and after implementation, we adopted experimental-type studies to find out the influence. There are two groups of Grade 9 students: the pre-intervention group and the post-intervention group. The research discovered that phase II students (using the calculators) got better Mathematics results and they thought using calculators can reduce the frequency of making mistakes. Despite such contribution, phase I students thought using calculators make students lazy. Based on our research, compulsory use of calculator in Mathematics education is a good decision, as it improved students’ Mathematics performance and students became more motivated to learn. The most important reason of this is because students think using calculator can help them save more time.
Table of Contents
1. Abstract
2. Introduction
3. Method and framework
4. Results and finding
4.1. Sub question 1: Does the permeation of using calculator affect the overall mathematics ability of the students?
4.2. Sub question 2: Does the permeation of using calculator affect the performance of the students?
4.3. Sub question 3: How did the use of calculator affect the students' attitude towards learning mathematics?
5. Discussion
6. Conclusion
7. References
Research Objectives and Themes
This study evaluates the impact of the implementation of compulsory calculator use within the Irish Junior Certificate Mathematics curriculum on student performance and learning attitudes. The research aims to determine whether this policy shift has been beneficial for students by comparing performance metrics and attitudinal data from pre-intervention and post-intervention student groups.
- Comparative analysis of student performance in calculator-restricted versus calculator-allowed examinations.
- Evaluation of mathematical ability across different test difficulty levels and topic areas.
- Assessment of student attitudes regarding the utility and impact of calculators on their learning process.
- Investigation into the relationship between calculator usage and the maintenance of essential mental arithmetic skills.
- Exploration of pedagogical implications for curriculum design and future policy decisions.
Excerpt from the Book
4.3. Sub question 3: How did the use of calculator affect the students' attitude towards learning mathematics?
In the following paragraph, we would focus on students’ attitude on using calculator. The data on the percentage of students who agree with certain attitude statements towards calculator use are analyzed and used to compare the difference in attitude towards learning Mathematics between phase 1 and phase 2 students.
Most of the phase 2 students strong agree with the fact that calculators are useful in their mathematics learning. 92.3% students agree with that calculators can help them to get better marks in school mathematics. Also, there are 94% students think that they should be allowed to use calculators in mathematics in class. The most significant data is that students think they should be allowed to use a calculator for mathematics homework. From these data, we can see that most students who have a habit of using calculator suggested using calculator to enhance learning in mathematics.
The majority of phase 1 students also suggest using calculator would help them learn mathematics. There are 74.3% of phase 1 students think that calculators can help them to get better marks in school mathematics, but there are only 65.7% students agree with the use of calculator in mathematics class. Also, there are 71.5% of students think that calculators should be allowed in mathematics homework.
Summary of Chapters
1. Abstract: Provides an overview of the experimental study comparing students before and after the introduction of compulsory calculator use, concluding that the policy improved performance and motivation.
2. Introduction: Outlines the research background regarding the 2004 implementation of calculators in the Irish Junior Certificate and defines the study's goal to assess the efficacy of this policy.
3. Method and framework: Describes the methodology, which involves testing 1,469 grade 9 students across three types of mathematics assessments covering various mathematical topics.
4. Results and finding: Presents the statistical data comparing phase 1 and phase 2 students, analyzing their performance in different tests and their attitudes toward calculator usage.
5. Discussion: Interprets the findings, questioning whether the reliance on calculators might hinder mental arithmetic skills and suggesting the need for further research in different educational contexts.
6. Conclusion: Summarizes that while calculator usage boosts performance in difficult tasks, it does not replace the need for fundamental skills, recommending continued study into the curriculum's long-term effects.
7. References: Lists the academic sources and dictionary definitions cited throughout the research.
Keywords
Calculator, Mathematics education, Irish Junior Certificate, Student performance, Learning attitudes, Experimental study, Curriculum implementation, Mental arithmetic, Mathematical ability, Pedagogical policy, Assessment, Algebra, Statistics, Quantitative analysis, Educational impact.
Frequently Asked Questions
What is the primary research question of this work?
The study primarily investigates whether the compulsory use of calculators in the Irish Junior Certificate Mathematics curriculum is a sound pedagogical decision.
What methodology was utilized for this research?
The researchers conducted a three-year experimental study involving two cohorts of grade 9 students—one pre-intervention and one post-intervention—using standardized calculator-related mathematics tests.
How does calculator usage influence students' performance?
The research indicates that students in the calculator-friendly curriculum perform better in more difficult, calculator-allowed exams, though their performance on basic mental arithmetic tasks remains challenged.
What were the primary themes identified in the student attitude survey?
Key themes include students' perceptions of time-saving, the reduction of errors in complex calculations, and a general consensus that calculators should be permitted in both classroom and homework settings.
What is the scope of the content analyzed?
The study examines four major mathematical topics: applied number systems, arithmetic/measure, algebra, and statistics.
What characterizes the overall findings of the study?
The study suggests that while implementing calculators enhances overall mathematical ability and student motivation, it simultaneously creates new challenges for mastering simpler, fundamental mathematical skills.
Why did the study compare Ireland with East Asian educational contexts?
The authors consider the popularity of mental arithmetic programs in regions like Hong Kong to question whether Ireland's findings are universally applicable or if different cultural emphases on mental math change the feasibility of early calculator introduction.
What concerns does the author raise regarding geometry education?
The author expresses doubt about the extent to which calculators benefit geometry students, suggesting that since geometry involves dimensional logic rather than complex calculation, the introduction of calculators might be unnecessary or even detrimental to skill development.
- Quote paper
- Bachelor of Education (Music) Kwan Lung Chan (Author), 2014, How did the use of calculator affect the students' attitude towards learning mathematics?, Munich, GRIN Verlag, https://www.grin.com/document/448250
