Instructional Use of Scientific Calculators in Algebra Learning

Abstract

Algebra remains one of the most crucial areas of mathematics for secondary school students, with many struggling to master fundamental concepts due to limited classroom engagement, persistent misconceptions, and teaching approaches that do not adequately address diverse learning needs. A lack of meaningful interaction with technological tools, such as scientific calculators, further compounds the issue, as these devices are often perceived as computational aids rather than as instruments that can support conceptual understanding and active learning. Such difficulties contribute to negative attitudes towards mathematics, reinforcing the perception that it is a complicated and unpopular subject. Against this background, this study aims to investigate the utilization, perception, and application of scientific calculators in the teaching and learning of algebra, to assess their effectiveness in enhancing students’ problem-solving skills, motivation, and overall comprehension. Employing a mixed-method approach, the research integrates qualitative data obtained from student interviews with quantitative data collected through a survey administered to 173 selected students, drawn from a population of 317 secondary school students aged between 12 and 18 from schools in Selangor. The findings reveal that students who actively incorporated calculators into their learning process demonstrated stronger algebraic problem-solving abilities, greater confidence in handling complex tasks, and an increased willingness to engage with mathematical concepts. Moreover, the use of calculators was found to significantly reduce students’ anxiety towards mathematics, thereby creating a more positive and supportive learning environment. The study concludes that when strategically integrated into classroom practices, scientific calculators can function as powerful pedagogical tools that not only support arithmetic accuracy but also foster deeper conceptual understanding. The implications of these findings suggest that educators should move beyond viewing calculators as mere shortcuts to computation, instead leveraging them as interactive learning resources that can address misconceptions, promote student engagement, and enhance achievement in algebra. Ultimately, refining instructional strategies to encourage purposeful calculator use has the potential to transform students’ perceptions of mathematics and contribute to more meaningful and enjoyable learning experiences.