Virginia Commonwealth University

A meta-analysis of 54 high-quality studies found higher learning gains due to graphing calculator use in 4 types of learning outcomes for math. Average effect sizes were:

• Operational Skills g=.32
• Computational Skills g=.43
• Problem Solving g=.22
• Attitude towards math g=.32

Reference: (Ellington 2003)

Empirical Education, Inc.

A meta-analysis of 6 high-quality studies showed an (effect size) due to graphing calculator use of .85. Reference: (Khoju, Jaciw et al. 2005)

Center for Implementing Technology in Education (CITEd)
A review of K-12 research on effectiveness of teaching mathematics with calculators concluded that the use of graphing calculators for teaching Algebra and for testing in grades 6-8 is proven effective. Evidence is promising, but not as strong, for:

• Teaching Number and Operations in K-2 with use of basic calculators.
• Teaching Number and Operations in grades 3-5 with graphing calculators.
• Testing in grades 6-8 with basic calculators.
• Teaching multiple topics in grades 6-8 (including geometry and Number and Operations).
• Teaching in grades 9-12 with graphing calculators for algebra, geometry, and data analysis and probability.

Technical University of Darmstadt, Germany
A quasi-experimental study of graphing calculator use in grades 7-10 of one German state showed average performance increases were above the expected increase by all participating classes. Average gains were:

• Class 7: ~12%; Class 8: ~6%; Class 9: ~10%, Class 10: ~12%

Reference: (Bruder 2008)


Download a one-page summary of major research reviews.

Virginia Commonwealth University

Handheld graphing technology can be an important factor in helping students develop a better understanding of mathematical concepts, score higher on performance measures, and achieve a higher level of problem solving skills.

Reference: (Ellington 2003)

SRI International

Students who have been taught effectively with graphing calculators:

• Use graphs
• Engage in problem solving
• Are more flexible in choosing solution strategies, making conjectures, moving among algebraic, numeric, and graphical approaches, and working with real data

Reference: Center for Technology in Learning (2007), "Why should a teacher use technology in his or her classroom?" Research Note 8, Menlo Park, CA:

University of York

A UK review of 14 studies of multiple representations found that gains in understanding and visualization can result from multiple representations, when:

• Software is well designed
• Teachers are skilled
• Students know how to use the device critically, including use of visualization to solve problems in graphing.

Lower attaining students preferred working with tables, and had trouble moving between symbolic, tabular and graphical forms, depending on the nature of the task assigned.
Reference: (Goulding 2008)

SRI International
While available research does not make a conclusive case, the results suggest the potential contribution of graphing calculators to success in developmental math, and thus to student retention, at the post-secondary level.

Reference: Research Note 1: What are the benefits of graphing calculators for students in developmental mathematics courses at the post-secondary level?

SRI International
An interpretive review of research on graphing calculators concluded that graphing calculators have become one of the most widely adopted technologies in education because they are a proven-effective, affordable handheld device with direct linkages to curricula. A robust and consistent body of research shows that graphing calculators can effectively support mathematics learning and democratize access to complex mathematical concepts. Graphing calculators enable students to explore connections across multiple representations. Recent extensions support formative assessment via a wireless network. Graphing calculators are aligned with existing standards and curricula and support valuable pedagogical practices, such as increasing attention to conceptual understanding and problem solving strategies by offloading laborious computations. Innovators who want to provide new technologies that will have a real impact on learning would do well to heed the lessons and successes of the graphing calculator.

Reference: (Roschelle and Singleton 2008)