Instructional use of Scientific Calculators in Algebra Learning

Nur Al Fatihah Mohd Zulkifli; Tau Han Cheong; Joseph Boon Zik Hong; Juan Li

doi:10.21834/e-bpj.v10i34.7343

Authors

Nur Al Fatihah Mohd Zulkifli Department of Mathematics Education, Faculty of Education, Universiti Teknologi MARA Campus Selangor,Malaysia
Tau Han Cheong Department of Mathematics Education, Faculty of Education, Universiti Teknologi MARA Campus Selangor,Malaysia
Joseph Boon Zik Hong Department of Mathematics Education, Faculty of Education, Universiti Teknologi MARA Campus Selangor,Malaysia
Juan Li Shandong Jigang Senior High School, China

DOI:

https://doi.org/10.21834/e-bpj.v10i34.7343

Keywords:

Scientific Calculators, Algebraic Skills, Instructional Activities, Mathematics misconceptions

Abstract

This study looks at how scientific calculators are used to teach mathematics to secondary school students in Selangor. A mixed-method design comprising questionnaires (n = 173) and interviews was used to examine students' usage, perceptions, and involvement. The findings demonstrated that purposeful calculator integration enhances motivation, self-assurance, and problem-solving skills while reducing algebra anxiety. Students demonstrated greater engagement and a deeper conceptual comprehension when calculators were used as teaching instruments rather than as computing aids. The study's conclusions suggest that by successfully integrating calculators into the classroom, teachers can influence students' attitudes towards mathematics and promote deeper, more enjoyable learning experiences.

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