The Facilitative Role of Graphing Calculators in Learning Col. Algebra: an Analysis of Adult Learner's Learning Style and Self-efficacy in Mathematics

The purpose of this paper was to explore (1) the facilitative effect of the use of a graphing calculator (gc) on mathematical problem solving in the context of an adult (18+) college algebra class; (2) the connection between mathematics self-efficacy (mse) and college students¿ academic performance by using the gc as a tool in the college algebra class, (3) the effects of 6-week interventions designed to increase mse; and (4) the relationship between mse and individuals¿ learning styles. The results show that gc practice does benefit problem solving, particularly when the problem requires understanding of graphic representation. Higher accuracy and mse results showed that the use of gc successfully and positively promotes individuals¿ mse, and, specifically, algebra classes. On individuals¿ learning styles, visual learners do obtain a significant benefit from the use of gc¿s and higher mse when compared to balanced learners.