Abstract
An earlier study by the authors showed conventional handheld calculators to be generally superior to both programmed-feedback calculators and conventional instruction in promoting mathematical achievement in normally achieving third-grade students. The present study compared those same groups among third- and fourth-grade students in compensatory education. Measures of mathematical achievement were acquisition and retention of mathematical concepts, computation, and total achievement. Among fourth-grade compensatory students, hand-held calculators again proved to be superior on most measures of acquisition and retention. Among third-grade compensatory students, however, the programmed-feedback calculator produced generally superior retention of mathematical gains. Programmed-feedback calculators then seem to be beneficial with low-achieving students who have not yet acquired basic mathematical competencies.
Published Version
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