The Effects of Using Calculators to Reduce the Computational Burden on a Standardized Test of Mathematics Problem Solving

Abstract

Problem solving is a key skill in mathematics education. Thus, it is important to be able to assess students' proficiencies as problem solvers. The Quantitative Thinking Subtest (Test Q) of the Iowa Tests of Educational Development is a test of problem solving ability. However, if this test is to be considered a pure measure of problem solving ability, it must be demonstrated that this test does not measure other factors such as computational ability. To this end, a study was designed in which two groups of students took Test Q; one group using calculators to eliminate the need for computation, and the other just using paper and pencil to solve the problems. It was found that after controlling for differences in mathematical ability, the two groups did not differ in their scores on Test Q. This result seemed to support the validity of Test Q as a test of problem solving.