Abstract:
This action research project was conducted to examine the effects of calculator use in the development of problem-solving skills in a class of fifth grade students in an urban classroom. This project was intended to support and further clarify the research already available on the topic of calculator use and problem solving. During the investigation, students completed a pre and post questionnaire, which consisted of seven statements relating to calculators and word problems. Children also participated in nine problem-solving activities. These activities were specifically designed to be completed by using a calculator. Each activity focused on one of eight problem strategies: guess and check, use or look for a pattern, use or make a table, make an organized list, make it simpler, use logical reasoning, make a picture or diagram, and work backwards. Written observations were taken of the students by the investigator. Three methods of data collection were used: pre and postquestionnaires, problemsolving activity sheets, and student observations. After the investigation was complete, the three kinds of data were analyzed for similarities and differences across individuals and groups. Each kind of data was separated by gender, as well as by ability level.
