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The Effect of Algebra Graphing Calculator Professional Development on Math Gains in a Florida High School 

Alternate Title

The Effect of Calculator Training Workshops for High School Teachers on their Students’ Performance in Florida Statewide Assessments 




The International Journal for Technology in Mathematics Education, 2008, vol. 15, No. 3, pp. 87-94. 


Laumakis, Paul and Herman, Marlena 




Rowan University 


Department of Mathematics 


Glassboro, NJ 


This paper details the motivation, background, and analysis for studying the effect that an Increasing Achievement on Algebra Assessment (IAAA) workshop for a group of Florida high school teachers had on student pe/jormance in statewide testing. The main focus ofthe workshop was to provide participating teachers with both instruction and activities related to problem-solving techniques using the TI-83 Plus handheld graphing calculator that the teachers could then use in an effort to better prepare their students for state-wide testing. Overall, students (n = 328) who were taught by IAAA-trained teachers between consecutive annual statewide assessments had a greater gain in test scores than students (n = 202) who were taught by non-trained teachers. In particular, the data indicates a significant increase in scores for students taught by IAAA-trained teachers in a general mathematics course, as compared to no significant increase in scores for students taking that same course taught by non-trained teachers.


Journal article


Algebra, graphing calculator, Professional Development, Florida, FCAT, TI-83 

Document Content

The IAAA professional development program is designed to help teachers learn to use graphing calculators to deepen student understanding and enhance skills targeted on state assessments.  The training was initially targeted to three states which do not allow use of graphing calculators on their tests:  Florida, Ohio, and California.  This study was in a Florida high school.
Sufficient data allowed for comparisons in Geometry, Algebra I, and Explorations in Math (a course not aligned to FCAT Math).  Results showed that the IAAA-trained teachers’ students gained more than those in the comparison group in Geometry and Explorations in Math, but not in Algebra.  However, the number of students was large enough, and the gains were large enough, to show statistical significance only for the entire group and for Geometry.  Also, since the IAAA Geometry students finished the previous year at a higher score than the comparison group, some of their gains could have been due to student level rather than effects of IAAA PD.
Created at 8/21/2009 3:44 PM  by SP017\sfaber 
Last modified at 11/23/2009 1:24 PM  by SP017\rfoshay