A LITERATURE REVIEW ON THE EFFECTS OF THE USE OF GRAPHIC CALCULATORS IN COLLEGE ALGEBRA COURSES

College algebra has been ignored in previous math research studies even if it is the first official college level math for most students in their total educational programs. The lack of research has created a significant gap in knowledge on the application of graphic calculators and role of this technological tool in the college math curriculum and classroom. College algebra students face the one of the highest failure rates in the U.S. The purpose of this literature review was to explore the impact graphic calculators had on college students' final grade. Specifically, the researcher focused on the effect of graphic calculators on student performance, motivation, and satisfaction. The theoretical framework comprised of two prongs: constructivist theory and technology-assisted instruction theory. Using these two theories, the researcher reviewed and discussed the theoretical based literature and the evidence-based literature on constructivist approaches to learning that lend to improved student performance, student motivation, and student satisfaction. The researcher then reviewed and discussed the theoretical based literature and the evidence-based literature on technology-assisted approaches to learning in general that lend to improved student performance, student motivation, and student satisfaction. The researcher concluded the review with a discussion of the evidence-based literature focused on the use of the graphic calculator and its application in the math classroom in particular.