Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 18 no. 3 (2024)

Calculator Usage And Its Relationship On Student’S Perception Of Their Fundamental Mathematical Skills

Julian Beros | Krisel Anne Bono | Maria Carmela  DeChavez | Leanne Labrador | Reymen DeJesus | Ma. Rickamae  Datiles | Jhoselle Tus

Discipline: Mathematics

 

Abstract:

Calculators have become valuable tools in mathematics education, aiding in comprehending advanced mathematics through a solid foundation of fundamental skills. Despite the known benefits of calculators in improving students’ performance, attitude, and self-perception in mathematics, it remains unclear why students depend on calculators for basic mathematical tasks. This study examined the relationship between student’s perceived fundamental mathematical skills and their calculator usage. A survey was conducted among 227 students from a private school in Bulacan. The results indicated that while calculators facilitate the acquisition and application of new mathematical skills, there were specific fundamental skills where students lacked confidence. Data analysis using Pearson’s r correlation coefficient revealed a significant negative correlation (r = -.23, p < .000) between calculator usage and students' perceived fundamental mathematical skills, suggesting that increased calculator usage is associated with lower confidence in these skills. The findings imply that learners perceived mathematical skills were influenced by a combination of factors beyond calculator usage, including proficiency in basic skills, attitudes toward mathematics, anxiety, and the appropriate use of technology.



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