John Barclay

 The Impact of Calculators on Student Achievement in the K-12 Mathematics (Ellington, 2012)  Increased understanding and effectiveness in solving Chemical Equilibrium problems(Donato, 1999)  No drawbacks, but many benefits (Dunham & Dick, 1994)

 Graphing calculators help in the classrooms, but in High- Needs Schools, less students have access to an effective Calculator (Green, 2000)

 Currently available in the Algebra I classes, but next to no students in my Chemistry class have access to a graphing Calculator.  Many students can not even afford a $12 Scientific calculator

Because Graphing Calculators are proven to be effective resources in the Math and Chemistry classrooms AND middle and higher income schools all have access to them, providing access to graphing calculators in a high-needs school is imperative to student success and equity!

 Facilitate and Inspire Student Learning and Creativity ◦ By allowing students to collect and analyze their own data, it gives students the tools to participate in Chemistry rather than absorb (Milner-Bolotin, 2012) ◦ With these tools, they can perform their own research/ observations ◦ A sense of control of the material will inspire better learning results

 Model Digital-Age Work and Learning ◦ Because they allow students to perform the work on an actual practicing scientist [data tables, computation] (Milner-Bolotin, 2012) ◦ Allows students to spend less time on computation and more time on critical thinking and planning, like the practice of a modern age scientist (Dunham & Dick, 1994) ◦ National standards, NOS

 Are required in the Virginia SOL Standards Chapter 1:  The student will investigate and understand that experiments in which variables are measured, analyzed, and evaluated produce observations and verifiable data. Key concepts include:  h) use of appropriate technology including computers, graphing calculators, and probeware, for gathering data, communicating results, and using simulations to model concepts.”

 There is the Need (Hampton High School)  Help overcome the math deficit (students lacking math skills, my background)  I have a plan for effective implementation ◦ Lab on first day as suggested by Padgett and MacGowan, 2013 ◦ Many calculations in class will be more effective with these calculators and thus save time ◦ Chemistry is the most frequently taken science at Hampton that requires a high level of numerical analysis ◦ Effective use of grant money

1. Make contact with major calculator industries in order to secure a discount for purchase 2. If no discount available, choose a uniform model to purchase and try to find good used models or retired classroom sets 3. Label and number each calculator, assigning the calculator to a student by name and keeping record 4. Use of filing system to ensure proper return of each calculator 5. Monitoring of in-class use to prevent use of calculator in off-task behaviors 6. Choice of class labs and activities which utilize the new tool in the classroom

 Theft and loss of investment (and associated stigmas)  Calculator games/ new distractions  Research indicates that graphing calculators introduced into the classroom do detract from the learning, and at worst simply have no effect on the classroom learning (Dunham & Dick, 1994)

1. Increased student interest and participation in the class 2. Reduction of calculator-based errors 3. Higher homework completion rates due to at-home access to calculators 4. More student efforts to anticipate the results to experiments and calculations due to better computational power 5. Improved testing scores and feelings of efficacy in Scientific study/ research

 Graphing Calculators lead to superior computational ability as well as student performance in Science and Math Classrooms  Graphing Calculators, in the worst cases, have not lowered the quality of education  The Digital Divide will continue to grow as higher SES students have access to calculator tools which lower level students can not afford  This grant will improve low income student performance  The grant will allow me to pioneer more pervasive use of graphing calculators in the high-needs setting as well as established methods for acquiring inexpensive sets of graphing calculators  Given the data, providing students access to graphing calculators in science classrooms is not only ethical, but also encouraged by Va State Standards

Donato, H. (1999). Graphing Calculator Strategies for Solving Chemical Equilibrium Problems. Chemical Education, 76(5), 632. Dunham, P. H., & Dick, T. P. (1994). Connecting Research to Teaching: Research on Graphing Calculators. Mathematics teacher, 87(6), ELLINGTON, A. J. (2012). The Impact of Calculators on Student Achievement in the K- 12 Mathematics Classroom. International Guide to Student Achievement, 303. Milner-Bolotin, M. (2012). Increasing Interactivity and Authenticity of Chemistry Instruction through Data Acquisition Systemsb and Other Technologies. Journal of Chemical Education, 89(4), Milou, E. (1999). The graphing calculator: A survey of classroom usage. School Science and Mathematics, 99(3), Padgett, L. W., & MacGowan, C. E. (2013). Thermometry as a Teaching Tool for Graphing: A First-Day Introductory Chemistry Laboratory Experiment. Journal of Chemical Education. Randall, J. (1997) Integrating High School Chemistry with Environmental Studies and Research. Chemical Education, 74(12), Green, L. (2000) Bridging the Digital Divide in Our Schools- Achieving Technology Equity for All Students [Blog Post] Retrieved from the_Digital_Divide_in_Our_Schools/ the_Digital_Divide_in_Our_Schools/