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This article focuses on three key factors that a survey of literature indicated impact the teaching and learning of mathematics with graphing calculators: access to graphing calculators, the place of graphing calculators in the mathematics curriculum, and the connection between graphing calculators and pedagogical practice. Access to graphing calculators is associated with student achievement gains and a wide array of problem-solving approaches. The research suggests students ’ achievement is positively affected when they use curricula designed with graphing calculators as a primary tool. Studies of teachers ’ use and privileging of graphing calculators illustrate the impact professionals have on students ’ mathematical knowledge and calculator expertise. Implications of these research findings for preservice and in-service teacher education are summarized. Graphing calculators were first introduced in 1985 and within a few years mathematics educators began to study the role and impact of this tool on the teaching and learning enterprise. The field has amassed a significant body of research on students ’ performance and learning with graphing calculators and a small, now growing, body of research on teachers ’ use and knowledge of graphing calculators. An analysis of research studies published in peer-reviewed journals over the past 2 decades suggested a framework for summarizing the findings and implications of this research. Three themes emerged that cut across the existing literature: access to graphing calculators, the place of graphing calculators in mathematics curricula, and the connection between graphing calculators and pedagogical practice.
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