The minimum requirements of most universities establish a passing high school grade in one algebra, and one geometry course, as necessary for acceptance. Failure to meet these requirements excludes thousands each year from college entrance. A significantly large percentage of those who do pass, enter college with deficiencies in mathematics. Even upon completion of "college algebra" the struggle is not over. Calculus is the final summit that looms over the prospective college graduate. Demana (1995) says, "Though college students may have had as much as 2 1/2 years of algebra instruction, one of the most common complaints that we hear from our colleagues about college calculus students is that the algebra preparation for calculus is very poor. And it is our experience that this criticism is a valid one."

The research of Dick (1992) suggests three ways that improvement manifests itself: (1) calculators free more time for instruction by reducing attention to algebraic manipulation. (2) calculators supply more tools for problem solving, and assist students weaker in algebraic skills by helping them "check their work" (3) students perceive problem solving differently when freed from the burden of numerical computation, allowed to concentrate on setting up the problem and analyzing the solution.

As a summary of these results, and an example of the type of research that has been compiled for review, a single study has been selected to emphasize specific points. This study is not meant to be representative of all research previously mentioned. It is indicative of the procedures used to determine significance of test results. It has been selected based on three factors: (1) it is current (1999), and gives a more accurate assessment of present circumstances, (2) it is diagnostic, and appraises multiple aspects of understanding, (3) the focus is on understand of functions which relates to a major focus of this meta-analysis.

This study was based on a sample of students from a large state university with an annual enrollment of approximately 28,000 students. The sample was taken from students who were enrolled in intermediate algebra. A total of 90 students participated. This provided a treatment group of 46, and a control group of 44. The treatment group used a text that was more technology based, and was required to use the TI-82 calculator. The control group was taught by traditional methods, and was only allowed to use simple scientific calculator. Students in the treatment group had access to graphing calculators for all course work including exams. As previously noted the calculators were not permitted on the O'Callaghan's Function Test. The O'Callaghan's Test was administered as a pretest, and posttest to both the control, and treatment groups

Function Posttest Mean Scores

* only began to change their perceptions after attempting to implement calculators in a manner consistent with the NCTM.

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