Calculator Use and Problem-Solving Performance

The purpose of this study was to compare the problem-solving processes of elementary pupils using calculators with those of pupils not using calculators. The subjects were two groups of sixth-grade pupils of above-average ability. Both groups received 6 weeks of training in problem solving. One group (n=23) used calculators. It was found that the calculator group used a total of 152 facilitative processes, compared to 104 for the noncalculator group. The greatest differences were noted on these items: has bright ideas, estimates, uses unexpressed equations, checks conditions, and retraces steps. This suggests that calculators stimulate pupils to think about approaches to problems.