State Strategies and Practices for 

Educational Technology: 

Volume II—Supporting Mathematics 

Instruction with Educational Technology 

U.S. Department of Education 

Office of Planning, Evaluation and Policy Development 

Prepared by: 

Karen Mitchell 

Marianne Bakia 

Edith Yang 

SRI International 

2007 
This report was prepared for the U.S. Department of Education under Contract Number ED-01-C0-0133 with SRI 

International. Bernadette Adams Yates served as the project manager. The views expressed herein do not necessarily 

represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department 

of Education is intended or should be inferred. 

U.S. Department of Education 

Margaret Spellings 

Secretary 

Office of Planning, Evaluation and Policy Development 

Kerri L. Briggs 

Acting Assistant Secretary 

Policy and Program Studies Service 

Alan Ginsburg 

Director 

Program and Analytic Studies Division 

David Goodwin 

Director 

Feburary 2007 

This report is in the public domain, except for the photograph on the front cover, which is used with 

permission and copyright, 2005, Getty Images. Authorization to reproduce this report in whole or in part 

is granted. While permission to reprint this publication is not necessary, the suggested citation is: U.S. 

Department of Education; Office of Planning, Evaluation and Policy Development; Policy and Program 

Studies Service, State Strategies and Practices for Educational Technology: Volume II—Supporting 

Mathematics Instruction with Educational Technology, Washington, D.C., 2007. 

To order copies of this report, write: 

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Education Publications Center 

U.S. Department of Education 

P.O. Box 1398 

Jessup, MD 207494-1398 

To order via fax, dial (301) 470-1244. You may also call toll-free: 1-877-433-7827 (1-877-4-ED-PUBS). 

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To order online, point your Internet browser to: www.edpubs.org. 

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diskette. For more information, please contact the Department’s Alternate Format Center at (202) 260-

9895.
iii 

Contents 

LIST OF EXHIBITS ..................................................................................................................................................iv 

ACKNOWLEDGMENTS...........................................................................................................................................v 

PREFACE TO VOLUME II.....................................................................................................................................vii 

EXECUTIVE SUMMARY .........................................................................................................................................1

Introduction ...............................................................................................................................................................1

About This Report .....................................................................................................................................................1

Key Findings..............................................................................................................................................................1

Conclusions ...............................................................................................................................................................5

CHAPTER 1: SUPPORTING MATHEMATICS INSTRUCTION WITH EDUCATIONAL 

TECHNOLOGY...................................................................................................................................................7

Introduction ...............................................................................................................................................................9

Key Findings............................................................................................................................................................10

Teachers’ and Students’ Access to Educational Technology in Mathematics.....................................................10

Mathematics Teachers’ Use of Technology in Instructional Planning and Delivery...........................................14

Students’ Use of Technology in Mathematics Learning......................................................................................19

Teachers’ Use of Technology for Student Assessment in Mathematics..............................................................21

Technology-Related Teacher Professional Development....................................................................................24

Conclusions .............................................................................................................................................................26

Next Steps................................................................................................................................................................26

CHAPTER 2: INDIVIDUAL STATE PROFILES OF TECHNOLOGY IN MATHEMATICS 

INSTRUCTION..................................................................................................................................................27 

REFERENCES ..........................................................................................................................................................81

APPENDIX A REPORT METHODOLOGY .........................................................................................................85

NAEP Administration Data from 2005 ...................................................................................................................87

Elements for Individual State Profiles .....................................................................................................................87
iv 

Exhibits 

Exhibit ES-1. Percentage of Students With Access to Computers for Mathematics Instruction in 2004–05 ...............2

Exhibit ES-2. Differences Between States in the Percentage of Students With Classroom Computers in 

Mathematics in 2004–05........................................................................................................................................3

Exhibit ES-3. Percentage of Students Whose Teachers Used Computers in Mathematics Instruction at Least

Once a Week in 2004–05.......................................................................................................................................4

Exhibit ES-4. Percentage of Students Who Used Computers in Mathematics at Least Once a Week in 

2004–05 .................................................................................................................................................................5

Exhibit 1. Percentage of Students With Access to Computers for Mathematics Instruction in 2004–05 ...................10

Exhibit 2. Differences Between States in the Percentage of Students With Classroom Computers in 

Mathematics in 2004–05......................................................................................................................................11

Exhibit 3. Percentage of Students with a Computer for Every Four or Fewer Students and Every Five or 

More Students in Mathematics Classrooms in 2004–05......................................................................................12

Exhibit 4. Percentage of Students Whose Teachers Had Access to Software for Mathematics Instruction 

and Technical Support to Answer Computer Questions in 2004–05...................................................................13

Exhibit 5. Differences Between States in the Percentage of Students Whose Teachers Had Access to 

Software for Math Instruction in 2004–05...........................................................................................................14

Exhibit 6. Percentage of Students Whose Teachers Used Computers in Mathematics Curriculum Planning 

at Least Once a Week in 2004–05 .......................................................................................................................15

Exhibit 7. Differences Between States in the Percentage of Students Whose Teachers Used Computers in 

Curriculum Planning at Least Once a Week in 2004–05.....................................................................................16

Exhibit 8. Differences Between States in the Percentage of Students Whose Teachers Used Computers at 

Least Once a Week in 2004–05 to Look Up Mathematics Information ..............................................................17

Exhibit 9. Percentage of Students Whose Teachers Used Computers in Mathematics Instruction at Least 

Once a Week in 2004–05.....................................................................................................................................18

Exhibit 10. Differences Between States in the Percentage of Students Whose Teachers Used Computers at 

Least Once a Week in 2004–05 to Present Mathematics Concepts to Students ..................................................19

Exhibit 11. Percentage of Students Who Used Computers in Mathematics at Least Once a Week in 

2004–05 ...............................................................................................................................................................20

Exhibit 12. Differences Between States in the Percentage of Students Who Used Computers at Least Once 

a Week in 2004–05 to Practice or Review Math .................................................................................................21

Exhibit 13. Percentage of Students Whose Teachers Used Technology to Administer Mathematics Tests in 

2004–05 ...............................................................................................................................................................22

Exhibit 14. Differences Between States in the Percentage of Students Whose Teachers Used Technology to

Administer Whole-Class Mathematics Tests in 2004–05....................................................................................23

Exhibit 15. Differences Between States in the Percentage of Students Whose Teachers Used Technology to

Administer Mathematics Tests to Individuals in 2004–05 ..................................................................................24

Exhibit 16. Percentage of Students Whose Teachers Had Access to District- or School-Provided 

Professional Development on the Use of Technology in Mathematics Instruction in 2004–05 ..........................25

Exhibit 17. Differences Between States in the Percentage of Students Whose Teachers Had Access to 

District- or School-Provided Professional Development on the Use of Technology in Mathematics 

Instruction in 2004–05.........................................................................................................................................25

Exhibit A-1. Educational Technology Access and Integration....................................................................................88
v 

Acknowledgments 

This two-volume report was developed under the guidance of staff from the U.S. Department of 

Education, Office of Planning, Evaluation and Policy Development. Bernadette Adams Yates of 

the Policy and Program Studies Service was the project manager. 

The National Educational Technology Trends Study (NETTS) is the result of collaborative work 

by SRI International (SRI), the Urban Institute, and the American Institutes for Research (AIR). 

Barbara Means, SRI, serves as project supervisor. Among the staff who contributed to the 

design of the study, collection of data, and analysis were Carol Conroy, David Keefe, Graham 

Keyes, Benita Kim, Raymond McGhee, Natalie Nielsen, Andrew Wayne, Jennifer Scott, and 

Kaily Yee from SRI; Duncan Chaplin, David Chase, Sheila Isanaka, and Daniel Klasik of the 

Urban Institute; Rob Santos of NuStats under contract with the Urban Institute and Michael 

Puma of Chesapeake Research Associates under contract with the Urban Institute; and Hilary 

Cedarquist, Doug Levin, and Mindee O’Cummings from AIR. Layout and editing were 

performed by staff at SRI, including Bonnee Groover, Crystal Hoban, Kara Murray, and Klaus 

Krause. Graphics were produced by Lynne Peck Theis. 

The authors would like to thank the state and district staff who participated in the NETTS data 

collection efforts; staff from 50 state education authorities (and the District of Columbia and 

Puerto Rico) and 916 school districts completed surveys. In particular, state staff from our six 

case study states—Kansas, Massachusetts, Ohio, Texas, Washington, and West Virginia—

generously provided staff time and resources before, during, and after site visits. We learned a 

great deal from these individuals and hope the lessons gained from their efforts will be of use to 

policymakers and other staff at all levels of the education system. 

An external advisory panel provided assistance in reviewing study methods and materials and 

prioritizing issues to investigate. The advisory panel consisted of Tim Best of the Ohio Board of 

Regents, Geneva Haertel of SRI International, Alan Lesgold of the University of Pittsburgh, 

Jayne Moore of the Maryland State Department of Education, Michael Russell of Boston 

College, Fritz Scheuren of the National Opinion Research Center (NORC), Linda Tsantis of 

Johns Hopkins University, and Brenda Williams of the West Virginia Department of Education. 

We thank them for their expertise and insights so generously shared. 

vii 

Preface to Volume II 

This is the second volume of State Strategies and Practices for Educational Technology by the 

National Educational Technology Trends Study (NETTS). NETTS is a federally sponsored 

evaluation of the Enhancing Education Through Technology (EETT) program, a program 

authorized by Title II, Part D, of the Elementary and Secondary Education Act of 1965 (ESEA),

which was reauthorized as the No Child Left Behind Act of 2001 (NCLB). 

Volume II, Supporting Mathematics Instruction with Educational Technology, examines the 

degree to which technology is used for mathematics instruction in fourth- and eighth-grade 

classes across the country and compares differences across states. The report analyzes data from 

surveys of teachers collected as part of the 2005 National Assessment of Educational Progress 

(NAEP). 

1 

Executive Summary 

Introduction 

On Jan. 31, 2006, the White House announced the American Competitiveness Initiative. In his 

State of the Union address, the president vowed to encourage American innovation and to strengthen 

the nation’s ability to compete in the global economy. A cornerstone of the initiative is a $380-million 

plan to improve education so that all elementary and secondary school students in the United States 

finish high school with a strong foundation in mathematics, science, and technology. Building on the 

foundation of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No 

Child Left Behind Act of 2001 (NCLB), the initiative seeks to raise student achievement in mathematics 

and science through testing and accountability, grants for targeted interventions, and curricula based on 

proven methods of instruction. Among the programs included in the American Competitiveness 

Initiative are new math programs for elementary and middle school students to help promote promising 

and research-based practices in math instruction, prepare students for more rigorous math courses, and

diagnose and remedy the deficiencies of students who lack math proficiency. 

Shortly before the president unveiled his plan, the U.S. Department of Education released the 

results of the 2005 National Assessment of Educational Progress (NAEP). The 2005 NAEP was 

administered to students in more than 17,600 schools across the country. Mathematics and science 

assessments were administered to students in grades four, eight, and 12. Teachers in classrooms where 

fourth- and eighth-grade students took the NAEP mathematics assessment completed surveys about 

their instructional practices in 2004–05. The surveys included questions about educational technology.

These data describe teachers’ and students’ access to technology and the uses that they make of it as 

they do their work in mathematics. Given the attention that the American Competitiveness Initiative 

places on mathematics and educational technology, these data provide an important benchmark for 

progress in teachers’ and students’ use of technology in mathematics instruction. The 2005 NAEP data 

on technology use in mathematics are the subject of this report.1

 

About This Report 

This report describes educational technology access and use in fourth- and eighth-grade 

mathematics classrooms all across the country, and it makes comparisons between states’ technology 

resources. Part 1 provides national data and documents differences between states in teachers’ and 

students’ access to instructional technology, in teachers’ efforts to integrate technology in mathematics 

instruction and assessment, in students’ use of technology in mathematics learning, and in the 

technology-related development and support that states provide to teachers. These data are provided in

Chapter 2 on a state-by-state basis. 

Key Findings 

• In school year 2004–05, most students were in schools with access to computers that could 

be used for mathematics instruction (Exhibit ES-1). 

Seventy-five percent or more of students were in schools where they had access to computers. 

In a number of states, almost all students had access to computers within their classrooms or in 

computer labs or media centers. 

 

1

 Data on technology use were not gathered from science teachers during the 2005 NAEP administration. 
2 

Exhibit ES-1. Percentage of Students With Access to Computers for Mathematics Instruction 

in 2004–05 

55%

74%

30%

44%

79%

36%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

In classroom In computer lab/

media center

Students do not

use computers in

mathematics

Grade 4

Grade 8

Exhibit reads: Fifty-five percent of fourth-graders and 44 percent of eighth-graders had 

access to computers in mathematics classrooms. Seventy-four percent of fourth-graders 

and 79 percent of eighth-graders had access to computers for mathematics in school 

computer labs or media centers. Thirty percent of fourth-graders and 36 percent of eighthgraders did not use computers in mathematics. Source: U.S. Department of Education, 

Institute of Education Sciences, National Center for Education Statistics, National 

Assessment of Educational Progress (NAEP), 2005 Mathematics Assessment. 

There was variability among states in students’ access to classroom computers in 2004–05. In 

some states, 20 percent or more of fourth- and eighth-grade students were in mathematics 

classrooms with computers; in other states, 60 percent or more of fourth- and eighth-graders 

were in mathematics classrooms that had computers (Exhibit ES-2). Percentage of Students 
3 

Exhibit ES-2. Differences Between States in the Percentage of Students With Classroom Computers in 

Mathematics in 2004–052

Exhibit reads: The percentage of fourth-graders in classrooms with access to computers 

ranged from just over 20 percent to over 70 percent across states. The range went from just 

over 20 percent to over 90 percent for eighth-graders. Source: U.S. Department of 

Education, Institute of Education Sciences, National Center for Education Statistics, 

National Assessment of Educational Progress (NAEP), 2005 Mathematics Assessment. 

• About a quarter of fourth-grade students and just over half of eighth-grade students had 

teachers who used computers at least once a week to develop mathematics curricula or 

assignments. 

Fewer students had teachers who used computers to look up information on the Internet or on 

CD-ROMs for mathematics curriculum planning. 

• Relatively few students had teachers who integrated technology into mathematics 

instruction at least once a week in 2004–05 (Exhibit ES-3). 

Only about 10 percent of fourth- and eighth-graders were in classrooms in which teachers used 

technology once a week or more often to present mathematics concepts to them. State-by-state 

data showed as much as a 25 percentage-point difference between states in the proportion of 

students whose teachers used computers at least weekly to present mathematics concepts. More 

than 30 percent of students were in mathematics classes that did not make use of computers at 

all in 2004–05. 

 

2

 The state-to-state differences shown in Exhibit ES-2 are statistically significant. Using a between-groups heterogeneity 

statistic for each variable and grade, the null hypothesis of equal true values for states was rejected at the alpha = 0.01 level. 

 

 AK AL 

 AR FL 

 AZ GA 

 CA DE ID 

 CO KS IN 

 CT MA KY 

 IL MD MS 

 MI MO NC 

 MT ND NJ 

 IA NM NE PA DC 

 ME OK NY SC LA 

 MN OR RI SD OH 

 HI NH VT WA TX TN 

 UT NV WI WY VA WV 

0-

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 4 

 AL 

 CA 

 IA 

 IL 

 AK IN 

 AR KS 

 AZ KY 

 CO MA 

 CT MO 

 HI MS 

 ID MT 

 MD NC DE 

 MI NE FL 

 MN NM GA 

 NV NY ND 

 OK OH NH 

 RI PA NJ DC 

 UT SC SD LA 

 WA TX TN VA 

 OR WI VT WY WV ME 

0-

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 8 
4 

Exhibit ES-3. Percentage of Students Whose Teachers Used Computers in Mathematics Instruction at 

Least Once a Week in 2004–05 

9% 13% 11%

32%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

To present mathematics

concepts

To post homew ork,

assignment, or schedule

information on the Web

Grade 4

Grade 8

Exhibit reads: The teachers of 9 percent of fourth-graders and 13 percent of eighth-graders 

used computers at least once a week to present mathematics concepts. The teachers of 11 

percent of fourth-graders and 32 percent of eighth-graders used computers at least once a 

week to post homework, assignment, or schedule information on the Web. Source: U.S. 

Department of Education, Institute of Education Sciences, National Center for Education 

Statistics, National Assessment of Educational Progress (NAEP), 2005 Mathematics 

Assessment. 

• In mathematics classes, technology was more likely used by students than by their 

teachers. 

Thirty percent of fourth-grade students and 11 percent of eighth-grade students used computers 

at least once a week to practice or review mathematics topics, and roughly 25 percent to 30 

percent, respectively, used computers to extend mathematics learning with enrichment 

activities (Exhibit ES-4). There was considerable variation in student use across states, 

however. In some states, as many as 70 percent of fourth-grade students used computers at least 

once a week for practice or review in mathematics; in others, fewer than 10 percent did. Percentage of Students 
5 

Exhibit ES-4. Percentage of Students Who Used Computers in Mathematics at Least Once a Week in 

2004–05 

30%

24%

11%

29%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

To practice or review

mathematics topics

To extend mathematics

learning w ith enrichment

Grade 4

Grade 8

Exhibit reads: Thirty percent of fourth-graders and 11 percent of eighth-graders used computers 

at least once a week to practice or review mathematics topics. Twenty-four percent of fourthgraders and 29 percent of eighth-graders used computers at least once a week to extend 

mathematics learning with enrichment activities. Source: U.S. Department of Education, Institute 

of Education Sciences, National Center for Education Statistics, National Assessment of 

Educational Progress (NAEP), 2005 Mathematics Assessment. 

• A substantial minority of teachers used technology for student assessment in mathematics 

in school year 2004–05. 

Twenty to 25 percent of students were in classrooms in which teachers reported at least 

occasional use of computers to administer whole-class or individualized tests in mathematics. 

There was variability among states in levels of use. At one end of the spectrum was a state 

where more than 40 percent of students had teachers who reported using technology for wholeclass testing in mathematics. At the other end was a state where only about 5 percent of 

students did. 

• Survey responses of mathematics teachers suggest that in 2004–05 almost half of 

America’s students were in classrooms where teachers lacked access to district- or schoolprovided professional development on the use of computers for mathematics instruction. 

Conclusions 

With increased attention to mathematics instruction and students’ technology literacy, these 

findings are timely. The 2005 NAEP data suggest that classroom use of technology in mathematics 

classes remains modest. Differences between states in the use of technology for curriculum 

development, teaching, and assessment are as large as 40 percentage points. 

The possible explanations for teachers’ and students’ modest use of technology in mathematics are 

numerous. They include insufficiencies in hardware and support and the many reasons that it is 

difficult for teachers to access and profit from teacher professional development. Among these are the

difficulty of finding time to take technology-related training, the abbreviated nature of many 

professional development offerings, insufficient opportunities for immediate and frequent practice of Percentage of Students 
6 

what teachers learn in training, the paucity of follow-up and advanced training on technology use, and

the latitude that teachers need to try new and potentially ineffective (at least at first) technologies in 

their classrooms. 

The next administration of the NAEP mathematics assessment to fourth- and eighth-graders is 

scheduled for 2007. Fourth- and eighth-grade mathematics teachers will be surveyed about their 

instructional practices in conjunction with the assessment. Examined together, the 2005 and 2007 data 

can be used to describe national and statewide trends in the use of educational technology in 

mathematics classrooms by students and their teachers.
CHAPTER 1: SUPPORTING MATHEMATICS 

INSTRUCTION WITH EDUCATIONAL TECHNOLOGY 

9 

Introduction 

On Jan. 31, 2006, the White House announced the American Competitiveness Initiative. In his 

State of the Union address, the president vowed to encourage American innovation and to strengthen 

the nation’s ability to compete in the global economy. A cornerstone of the initiative is a $380-million 

plan to improve education so that all K–12 American students finish high school with a strong 

foundation in mathematics, science, and technology. Building on the foundation of the Elementary and 

Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 

(NCLB), the initiative seeks to raise student achievement in mathematics and science through testing 

and accountability, grants for targeted interventions, and curricula based on proven methods of 

instruction. 

The American Competitiveness Initiative includes a number of new and expanded programs; 

among them are: 

• New math programs for elementary and middle school students to help promote promising and 

research-based practices in math instruction, prepare students for more rigorous math courses, 

and diagnose and remedy the deficiencies of students who lack math proficiency. 

• In-service development for new Advanced Placement and International Baccalaureate teachers 

who work in schools that serve low-income families.

• Preservice development for up to 30,000 math and science professionals so they can become 

adjunct high school teachers. 

Shortly before the president unveiled his plan, the U.S. Department of Education released the 

results of the 2005 National Assessment of Educational Progress (NAEP). The 2005 NAEP was 

administered to students in more than 17,600 schools across the country. Mathematics and science 

assessments were administered to students in grades 4, 8, and 12. The achievement data from the 2005 

NAEP administrations were widely reported (Grigg, Lauko, and Brockway, 2006; NCES, 2005b; 

NCES, 2006; Perie, Grigg and Dion, 2005).3

 These data describe student achievement in mathematics 

and science at the time the American Competitiveness Initiative was announced, and they serve as an 

important benchmark for progress in students’ achievement. 

Also available from the 2005 NAEP administration are data on the use of educational technologies 

in mathematics classrooms. Teachers in classrooms in which students took the NAEP mathematics 

assessment completed surveys about their instructional practices. The surveys included questions about

educational technology. These data describe teachers’ and students’ access to technology and the uses 

that they make of it as they do their work in mathematics. Given the attention that the American 

Competitiveness Initiative places on mathematics and educational technology, these data provide 

important baseline information. The 2005 NAEP data on technology use in mathematics are the subject 

of this report.4

 

 

3

 Data on the 12th-grade mathematics assessment will be reported in the summer of 2006. 

4

 Data on technology use were not gathered from science teachers during the 2005 NAEP administration. 
10 

Key Findings 

This part of the report provides data from the 2005 NAEP administration on the uses of educational 

technology in fourth- and eighth-grade mathematics classrooms across the country during school year 

2004–05. It describes educational technology access and use nationally, and it makes comparisons 

between states’ technology resources. It provides national data and documents differences between 

states in teachers’ and students’ access to instructional technology, in teachers’ efforts to integrate 

technology in mathematics instruction and assessment, in students’ use of technology in mathematics 

learning, and in the technology-related professional development and support that states provide to 

teachers. Data are provided on a state-by-state basis in Chapter 2 of the report. 

Teachers’ and Students’ Access to Educational Technology in Mathematics 

In 2005, mathematics teachers surveyed in conjunction with the NAEP administration reported on 

the availability of computers in their classrooms and schools and on the availability of software for 

mathematics instruction. Teachers also described their access to technical support. Exhibit 1 provides

national data on the reported availability of computers in fourth- and eighth-grade mathematics 

classrooms and in school media labs and computer centers in 2004–05. 

Mathematics teachers reported that many students had access to computers for mathematics 

instruction in fourth- and eighth grades in school year 2004–05 (Exhibit 1). Just over half of American 

fourth-graders were in mathematics classrooms with access to computers; the percentage of eighthgraders with access to computers in their mathematics classrooms was slightly lower. The majority of 

students were in schools in which they could use computer labs or media centers for mathematics. 

More than 70 percent of fourth- and eighth-graders had access to technology for mathematics 

instruction in school computer labs or media centers. 

Despite relatively high levels of access, students’ use of computers in mathematics in 

2004–05 was not ubiquitous. Teachers reported that 30 percent of fourth-graders and 36 percent of 

eighth-graders were in classes that did not make use of computers in mathematics. 

Exhibit 1. Percentage of Students With Access to Computers for Mathematics Instruction 

in 2004–05 

55%

74%

30%

44%

79%

36%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

In classroom In computer lab/

media center

Students do not

use computers in

mathematics

Grade 4

Grade 8

Exhibit reads: Fifty-five percent of fourth-graders and 44 percent of eighth-graders had access 

to computers in mathematics classrooms. Seventy-four percent of fourth-graders and 79 

percent of eighth-graders had access to computers for mathematics in school computer labs or 

media centers. Thirty percent of fourth-graders and 36 percent of eighth-graders did not use 

computers in mathematics. Source: U.S. Department of Education, Institute of Education 

Sciences, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2005 Mathematics Assessment. Percentage of Students 
11 

Exhibit 2 highlights differences between states in students’ access to technology in mathematics. It 

provides data for the 50 states and the District of Columbia on the percentage of students in 

mathematics classrooms in fourth- and eighth grades that were equipped with computers. 

There was variability between states in students’ access to classroom computers in 

2004–05. In some states 20 percent or more of fourth- and eighth-grade students were in mathematics 

classrooms with computers; in other states, 60 percent or more of fourth- and eighth-graders were in 

mathematics classrooms that had computers (Exhibit 2). Maine had a higher percentage of eighthgrade students with access to computers in their mathematics classrooms than any other state. Through 

the Maine Learning Technology Initiative, Maine provides a laptop to every seventh- and eighth-grade 

student and teacher. 

Exhibit 2. Differences Between States in the Percentage of Students With Classroom Computers in 

Mathematics in 2004–055

Exhibit reads: The percentage of fourth-graders in classrooms with access to computers ranged 

from just over 20 percent to over 70 percent across states. The range went from just over 20 

percent to over 90 percent for eighth-graders. Source: U.S. Department of Education, Institute of 

Education Sciences, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2005 Mathematics Assessment. 

Exhibit 3 provides data on the numbers of computers that were available to students in the 

equipped mathematics classrooms. It shows the percentage of students in classrooms in which 

computers were shared by five or more students and the percentage in classrooms where computers 

were shared among fewer students. 

Whereas more fourth-graders than eighth-graders had access to computers in their mathematics 

classrooms, eighth-grade mathematics students shared classroom computers with fewer classmates 

(Exhibit 3). Fifteen percent of fourth-graders were in classrooms in which computers were available 

for every four or fewer students; 40 percent were in classrooms in which computers were shared by 

five or more students. In eighth-grade mathematics, just over 20 percent of students were in classrooms 

 

5

 The state-to-state differences shown in Exhibit 2 are statistically significant. Using a between-groups heterogeneity 

statistic for each variable and grade, the null hypothesis of equal true values for states was rejected at the alpha = 0.01 level. 

 

 AK AL 

 AR FL 

 AZ GA 

 CA DE ID 

 CO KS IN 

 CT MA KY 

 IL MD MS 

 MI MO NC 

 MT ND NJ 

 IA NM NE PA DC 

 ME OK NY SC LA 

 MN OR RI SD OH 

 HI NH VT WA TX TN 

 UT NV WI WY VA WV 

0-

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 4 

 AL 

 CA 

 IA 

 IL 

 AK IN 

 AR KS 

 AZ KY 

 CO MA 

 CT MO 

 HI MS 

 ID MT 

 MD NC DE 

 MI NE FL 

 MN NM GA 

 NV NY ND 

 OK OH NH 

 RI PA NJ DC 

 UT SC SD LA 

 WA TX TN VA 

 OR WI VT WY WV ME 

0-

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 8 
12 

that had computers for every four or fewer students; a similar percentage of students were in 

classrooms where computers were shared by five or more students. 

Exhibit 3. Percentage of Students with a Computer for Every Four or Fewer Students and Every Five or 

More Students in Mathematics Classrooms in 2004–05 

15%

40%

21% 23%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Computer for every four or

few er students

Computer for every five or

more students

Grade 4

Grade 8

Exhibit reads: Fifteen percent of fourth-graders and 21 percent of eighth-graders were in 

mathematics classrooms in which computers were available for every four or fewer students. 

Forty percent of fourth-graders and 23 percent of eighth-graders were in classrooms in which 

computers were shared by five or more students. Source: U.S. Department of Education, Institute 

of Education Sciences, National Center for Education Statistics, National Assessment of 

Educational Progress (NAEP), 2005 Mathematics Assessment. 

 

Exhibit 4 provides data on teachers’ access to software for mathematics instruction. It also provides 

information on teachers’ access to technical support for computer use. 

In 2004–05 the majority of students were in classrooms in which teachers had access to software 

for mathematics instruction and had technical support for their technology use (Exhibit 4). More than 

70 percent of fourth- and eighth-grade students had teachers with access to software for mathematics 

instruction. Almost all students had teachers with access to technical support to answer computer 

questions. 

Percentage of Students 
13 

Exhibit 4. Percentage of Students Whose Teachers Had Access to Software for Mathematics Instruction 

and Technical Support to Answer Computer Questions in 2004–05 

72%

91%

73%

94%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Softw are for mathematics

instruction

Support in using computers

in mathematics

Grade 4

Grade 8

Exhibit reads: The teachers of 72 percent of fourth-graders and 73 percent of eighth-graders had 

access to software for mathematics instruction. The teachers of 91 percent of fourth-graders and 

94 percent of eighth-graders had technical support in their schools to answer computer questions. 

Source: U.S. Department of Education, Institute of Education Sciences, National Center for 

Education Statistics, National Assessment of Educational Progress (NAEP), 2005 Mathematics 

Assessment. 

Exhibit 5 presents some of these same data on a state-by-state basis. It shows differences between 

states in teachers’ access to software for mathematics instruction. 

There was notable variability between states in the percentage of students whose teachers had 

access to software on mathematics instruction (Exhibit 5). In one state, just over 40 percent of students 

had teachers who reported having access to software for mathematics instruction; in others, over 80 

percent of students had teachers who reported having access to mathematics software. Percentage of Students 
14 

Exhibit 5. Differences Between States in the Percentage of Students Whose Teachers Had Access to 

Software for Math Instruction in 2004–056

Exhibit reads: The percentage of fourth-grade students whose teachers had access to software for 

mathematics instruction ranged from just over 40 percent to over 80 percent across states. The range 

went from just over 40 percent to over 80 percent for eighth-graders. Source: U.S. Department of 

Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment 

of Educational Progress (NAEP), 2005 Mathematics Assessment. 

Mathematics Teachers’ Use of Technology in Instructional Planning and Delivery 

Exhibit 6 provides data on the percentage of U.S. students whose teachers used technology once a 

week or more often to develop curricula or assignments in mathematics. It also shows the percentage 

of students whose teachers used technology to look up information about mathematics in curriculum 

planning at least once a week. 

In 2004–05 about a quarter of fourth-grade students had teachers who used technology at least once 

a week in mathematics curriculum development; more than twice as many eighth-grade mathematics 

students did (Exhibit 6). Fewer students had teachers who used technology to look up information 

about mathematics in curriculum planning. The teachers of 16 percent of fourth-grade students and 

about twice as many eighth-grade students looked up mathematics information on the Internet or a CDROM at least weekly. 

 

6

 The state-to-state differences shown in Exhibit 5 are statistically significant. Using a between-groups hetereogeneity 

statistic for each variable and grade, the null hypothesis of equal true values for states was rejected at the alpha = 0.01 level. 

 AR 

 CO 

 ID 

 IN 

 KS 

 LA 

 MA 

 MD 

 MN 

 MO 

 MS 

 AK MT 

 CA ND 

 CT NE 

 DC NJ 

 IA NV 

 IL NY AL 

 ME OH FL 

 MI OK GA 

 AZ NH PA KY 

 DE NM SD NC 

 HI OR TN SC 

 VT UT TX VA 

 RI WA WI WY WV 

0-

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 4 

 

 AZ 

 CA 

 CO AR 

 CT DC 

 DE ID AK 

 IL KS AL 

 MA LA FL 

 MI MD GA 

 MN ND IN 

 MO NE KY 

 MT NH MS 

 NM NJ NC 

 OH NY NV 

 IA OR PA OK 

 ME SD TX SC 

 HI VT UT WV TN 

 RI WA WI WY VA 

0- 

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 8 
15 

Exhibit 6. Percentage of Students Whose Teachers Used Computers 

in Mathematics Curriculum Planning at Least Once a Week in 2004–05 

25%

16%

53%

35%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

To develop mathematics

curricula

To look up mathematics

information

Grade 4

Grade 8

Exhibit reads: The teachers of 25 percent of fourth-graders and 53 percent of eighth-graders 

used computers at least once a week to develop mathematics curricula or assignments. The 

teachers of 16 percent of fourth-graders and 35 percent of eighth-graders used computers at 

least once a week to look up mathematics information. Source: U.S. Department of Education, 

Institute of Education Sciences, National Center for Education Statistics, National Assessment 

of Educational Progress (NAEP), 2005 Mathematics Assessment. 

Exhibit 7 and Exhibit 8 display differences between states in teachers’ use of computers in 

curriculum planning. They provide state-by-state data on the percentages of students whose teachers 

used computers in curriculum development and to do research on mathematics topics. 

There was variability between states in teachers’ use of computers in curriculum development in 

2005 (Exhibit 7 and Exhibit 8). In some states as few as 10 percent of fourth-grade students had 

teachers who used technology on a weekly basis to create mathematics curricula or assignments. In 

other states, over 30 of students had teachers who did. The teachers of more eighth-grade students 

than fourth-grade students used computers for mathematics curriculum planning in school year 2004–

05. In some states over 60 percent of eighth-grade students had teachers who used computers for 

curriculum development. On average, fewer fourth- and eighth-graders had teachers who used 

computers on a weekly basis to look up information about mathematics. For fourth-graders, the range 

went from under 10 percent to over 30 percent; for eighth-graders, the range went from just over 20 

percent to over 50 percent. Percentage of Students 
16 

Exhibit 7. Differences Between States in the Percentage of Students Whose Teachers Used Computers 

in Curriculum Planning at Least Once a Week in 2004–057

Exhibit reads: The percentage of fourth-grade students whose teachers used computers at least 

weekly for mathematics curriculum development ranged from 10 percent to over 40 percent across 

states. The range went from just over 30 percent to over 60 percent for eighth-graders. Source: U.S. 

Department of Education, Institute of Education Sciences, National Center for Education Statistics, 

National Assessment of Educational Progress (NAEP), 2005 Mathematics Assessment. 

 

7

 The state-to-state differences shown in Exhibit 7 are statistically significant. Using a between-groups hetereogeneity 

statistic for each variable and grade, the null hypothesis of equal true values for states was rejected at the alpha = 0.01 level. 

 AK 

 AZ 

 CA CT 

 CO DE 

 HI ID 

 IA IN 

 IL KS 

 ME MA 

 MN MI AL 

 MT MS AR 

 ND NE DC 

 NH NJ FL 

 NY NM GA 

 OK NV KY 

 RI OH LA 

 SD OR MO 

 UT PA NC 

 VT TN SC 

 WI WA TX 

 WV WY VA MD 

0-

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 4 

 AL 

 AR 

 AZ 

 CA 

 FL 

 GA 

 IL 

 IN 

 AK KY 

 CO LA 

 CT MA 

 DE MN 

 HI MO 

 IA MS 

 ID NC 

 KS NJ 

 ME NV 

 MI OH 

 NE PA 

 NH SC 

 NM SD 

 OK TX 

 MT RI UT 

 ND TN VA DC 

 OR WI VT MD 

 WV WY WA NY 

0-

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 8 
17 

Exhibit 8. Differences Between States in the Percentage of Students Whose Teachers Used Computers 

at Least Once a Week in 2004–05 to Look Up Mathematics Information8

Exhibit reads: The percentage of fourth-grade students whose teachers used computers at least once 

a week to look up mathematics information ranged from less than 10 percent to over 30 percent. The 

range went from just over 20 percent to over 50 percent for eighth-graders. Source: U.S. Department 

of Education, Institute of Education Sciences, National Center for Education Statistics, National 

Assessment of Educational Progress (NAEP), 2005 Mathematics Assessment. 

Exhibit 9 presents data on teachers’ use of technology in instructional delivery. It illustrates the 

percentage of students whose teachers used technology at least once a week to present mathematics 

concepts in class and the percentage whose teachers used computers at least once a week to post on the

web homework, assignments, or schedule information. 

Few students had teachers who integrated technology in to curriculum and instruction on a weekly 

basis in 2004–05 (Exhibit 9). Only about 10 percent of fourth- and eighth-graders were in classrooms 

where teachers used technology once a week or more often to present mathematics concepts. More 

eighth-grade students than fourth-grade students had teachers who posted homework and other 

information on the Web weekly or more often; 32 percent of eighth-grade students and 11 percent of 

fourth-grade students had teachers who did. 

 

8

 The state-to-state differences shown in Exhibit 8 are statistically significant. Using a between-groups hetereogeneity 

statistic for each variable and grade, the null hypothesis of equal true values for states 

was rejected at the alpha = 0.01 level. 

 AK 

 AR 

 CO 

 CT 

 DE 

 ID 

 IL 

 IN 

 MA 

 ME 

 MI 

 NE 

 NH 

 NJ AL 

 NM AZ 

 NV DC 

 NY FL 

 OH GA 

 OK KS 

 OR KY 

 PA MD 

CA RI MO 

HI SD MS 

IA UT NC 

MN WA SC 

MT WI TN 

ND WV TX 

VT WY VA LA 

0- 

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 4 

 AR 

 CA 

 CT 

 DE 

 GA 

 IA 

 ID 

 IL 

 MA 

 MD 

 ME 

 MI 

 MN 

 MO 

 AK NC 

 CO NH 

 HI NJ 

 IN NM 

 KS NV 

 MT OH 

 ND PA AL 

 NE RI AZ 

 OK TN FL 

 OR TX KY 

 SD UT LA 

 WI VA MS 

 WV VT NY 

 WY WA SC DC 

0-

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 8 
18 

Exhibit 9. Percentage of Students Whose Teachers Used Computers in Mathematics Instruction 

at Least Once a Week in 2004–05 

9% 13% 11%

32%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

To present mathematics

concepts

To post homew ork,

assignment, or schedule

information on the Web

Grade 4

Grade 8

Exhibit reads: The teachers of 9 percent of fourth-graders and 13 percent of eighth-graders used 

computers at least once a week to present mathematics concepts. The teachers of 11 percent of 

fourth-graders and 32 percent of eighth-graders used computers at least once a week to post 

homework, assignment, or schedule information on the Web. Source: U.S. Department of 

Education, Institute of Education Sciences, National Center for Education Statistics, National 

Assessment of Educational Progress (NAEP), 2005 Mathematics Assessment. 

Exhibit 10 provides state-by-state data on teachers’ use of technology in instructional delivery. The 

data show differences between states in the percentage of students whose teachers used computers at 

least once a week to present mathematics concepts. 

There was as much as a 30 percentage-point difference between states in the proportion of students 

with teachers who used computers at least weekly to present mathematics concepts in 2004–05 

(Exhibit 10). In most states fewer than 10 percent of fourth-grade students had teachers who did. Percentage of Students 
19 

Exhibit 10. Differences Between States in the Percentage of Students Whose Teachers Used Computers 

at Least Once a Week in 2004–05 to Present Mathematics Concepts to Students9

Exhibit reads: The percentage of fourth-grade students whose teachers used computers at least once 

a week to present mathematics concepts ranged from less than 10 percent to over 20 percent across 

states. The range was the same for eighth-graders. Source: U.S. Department of Education, Institute of 

Education Sciences, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2005 Mathematics Assessment. 

Students’ Use of Technology in Mathematics Learning

Exhibit 11 presents data on the frequency of students’ use of technology in mathematics. It shows 

the percentage of students who used computers at least once a week to practice or review mathematics 

topics and the percentage of students who used computers weekly or more often to extend mathematics 

learning with enrichment. 

 

9

 The state-to-state differences shown in Exhibit 10 are statistically significant. Using a between-groups hetereogeneity 

statistic for each variable and grade, the null hypothesis of equal true values for states was rejected at the alpha = 0.01 level. 

AK 

AZ 

CA 

CO 

CT 

DC 

DE 

HI 

IA 

IL 

IN 

KS 

KY 

MA 

ME 

MI 

MN 

MT AL 

ND AR 

NE FL 

NH GA 

NV ID 

NY MD 

OH MS 

OR NC 

PA NJ 

RI NM 

SD OK 

UT SC 

VA TN 

VT TX 

WA WV LA 

WI WY MO 

0- 

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 4 

 AZ 

 CA 

 CO 

 CT 

 DE 

 FL 

 GA 

 IA 

 ID 

 IN 

 KS 

 KY 

 MA 

 MD 

 ME 

 MI 

 MN 

 MO 

 MS 

 MT 

 NC 

 NE 

AK NJ 

HI NV 

IL NY 

ND OH 

NH OK 

NM SC 

OR SD 

PA TX 

RI UT AL 

VT VA DC 

WI WA LA 

WV WY TN 

0- 

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 8 
20 

A substantial number of fourth-grade students used computers at least weekly in mathematics 

(Exhibit 11). Although few fourth-grade students’ teachers used computers to present mathematics 

concepts on a weekly basis, 30 percent of fourth-grade students used computers to practice or review 

mathematics topics and 24 percent used computers to extend mathematics learning through enrichment 

activities at least once a week. Fewer eighth-grade students used 11 percent computers to practice or 

review mathematics topics in 2004–05. More eighth-graders (29 percent) used computers for 

enrichment in mathematics. 

Exhibit 11. Percentage of Students Who Used Computers in Mathematics at Least Once a Week 

in 2004–05 

Exhibit reads: Thirty percent of fourth-graders and 11 percent of eighth-graders used computers at 

least once a week to practice or review mathematics topics. Twenty-four percent of fourth-graders and 

29 percent of eighth-graders used computers at least once a week to extend mathematics learning 

with enrichment activities. Source: U.S. Department of Education, Institute of Education Sciences, 

National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 

Mathematics Assessment. 

Exhibit 12 provides state-by-state data on students’ use of technology to practice or review 

mathematics. It shows differences between states in the frequency with which students used computers 

for review. 

There were large differences between states in the use of computers for mathematics practice or 

review by fourth-grade students in 2004–05 (Exhibit 12). Six percent of fourth-graders in one state 

used computers at least weekly to practice or review mathematics topics; in another, almost 70 percent

of fourth-grade students did. The range for eighth-grade students is smaller and goes from 1 percent to 

29 percent. 

30%

24%

11%

29%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

To practice or review

mathematics topics

To extend mathematics

learning with enrichment

Grade 4

Percentage of Students 

Grade 8
21 

Exhibit 12. Differences Between States in the Percentage of Students Who Used Computers at Least 

Once a Week in 2004–05 to Practice or Review Math10

Exhibit reads: The percentage of fourth-graders who used computers at least once a week to practice 

or review mathematics topics ranged from under 10 percent to 70 percent across states. The range 

was smaller for eighth-graders, extending to almost 30 percent. Source: U.S. Department of 

Education, Institute of Education Sciences, National Center for Education Statistics, National 

Assessment of Educational Progress (NAEP), 2005 Mathematics Assessment. 

Teachers’ Use of Technology for Student Assessment in Mathematics 

Exhibit 13 presents data on the use of technology to administer whole-class tests in mathematics. It 

also provides data on the percentage of students whose teachers used technology to administer 

individualized mathematics tests. 

In both fourth- and eighth grades in 2004–05, about 20 percent of students were in classrooms 

where teachers at least occasionally used computers to administer whole-class mathematics tests. 

Slightly more students were in classrooms in which teachers used computers for individualized testing 

in mathematics. 

 

10 The state-to-state differences shown in Exhibit 12 are statistically significant. Using a between-groups hetereogeneity 

statistic for each variable and grade, the null hypothesis of equal true values for states was rejected at the alpha = 0.01 level. 

 AK AL 

 AZ DC 

 CA GA 

 DE ID 

 CO IA IN 

 CT MD KY 

 IL MI MO FL 

 MA MN MS KS 

 ND MT OH LA 

 NH NE SD NC 

 NV NJ TN OK 

HI OR NM TX PA 

ME RI NY UT SC 

VT WI WA VA WY AR WV 

0- 

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 4 

 AK 

 AL 

 AR 

 AZ 

CO CA 

CT GA 

DE IN 

HI KS 

IA KY 

IL MD 

MA MN 

MI MO 

ND MS 

NE MT 

NH NC 

NJ NM 

NY NV 

OR OH 

PA OK 

RI SC 

TX SD DC 

UT TN FL 

VT VA ID 

WA WV LA 

WI WY ME 

0- 

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 8 
22 

Exhibit 13. Percentage of Students Whose Teachers Used Technology to Administer Mathematics Tests 

in 2004–05 

21%

25%

20% 23%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Whole-class tests Individualized tests

Grade 4

Grade 8

Exhibit reads: The teachers of 21 percent of fourth-graders and 20 percent of eighth-graders used 

computers to administer whole-class tests in mathematics. The teachers of 25 percent of fourthgraders and 23 percent of eighth-graders used computers to administer individualized tests in 

mathematics. Source: U.S. Department of Education, Institute of Education Sciences, National 

Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 

Mathematics Assessment. 

Exhibit 14 and Exhibit 15 show state variability in these practices. Exhibit 14 provides state-bystate data on the use of computers to administer whole-class tests in mathematics, and Exhibit 15 

provides the data for individualized tests. 

In states where few students’ teachers used technology for mathematics testing in 

2004–05, fewer than 10 percent of fourth-grade students were in classrooms where either whole-class 

or individualized tests were administered via computer. In other states, 40 percent or more of students 

took tests using computers. For whole-class testing, the range for eighth-grade students was slightly 

smaller. It was similar for individualized testing. Percentage of Students 
23 

Exhibit 14. Differences Between States in the Percentage of Students Whose Teachers Used Technology to 

Administer Whole-Class Mathematics Tests in 2004–0511

Exhibit reads: The percentage of fourth-graders whose teachers used technology to administer wholeclass mathematics tests ranged from under 10 percent to over 40 percent across states. The range 

was slightly smaller for eighth-graders. Source: U.S. Department of Education, Institute of Education 

Sciences, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2005 Mathematics Assessment. 

 

11 The state-to-state differences shown in Exhibit 14 are statistically significant. Using a between-groups hetereogeneity 

statistic for each variable and grade, the null hypothesis of equal true values for states was rejected at the alpha = 0.01 level. 

 AK 

 AZ 

 CA 

 CO 

 DC 

 DE 

 KS 

 MI 

 MN AR 

 HI MO FL 

 IA MT GA 

 IL ND IN 

 MA NV KY 

 MD OH LA 

 NE OR MS 

 NH PA NM AL 

 NJ SD OK ID 

CT NY TX SC NC 

ME RI UT VA TN 

VT WI WA WV WY 

0- 

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 4 

 

 AK 

 AL 

 AZ 

 CT CA 

 DE CO 

 IL FL 

 MA HI 

 MD IA 

 ND ID 

 NE IN 

 NH KS 

 NJ KY 

 NV ME 

 NY MI AR 

 OH MN DC 

 OR MO LA 

 PA MT MS 

 RI OK NC 

 UT SD NM 

 VT TX SC 

 WA WV TN 

 WI WY VA GA 

0-

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 8 
24 

Exhibit 15. Differences Between States in the Percentage of Students Whose Teachers Used Technology 

to Administer Mathematics Tests to Individuals in 2004–0512

Exhibit reads: The percentage of fourth-graders whose teachers used technology for individualized 

tests in mathematics ranged from under 10 percent to over 40 percent across states. The range was 

the same for eighth-graders. Source: U.S. Department of Education, Institute of Education Sciences, 

National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 

Mathematics Assessment. 

Technology-Related Teacher Professional Development

The final two exhibits show the percentage of students with teachers who had access to 

technology-related teacher professional development. Exhibit 16 shows the percentage of students 

whose teachers were in schools or districts that provided professional development on the use of 

technology in mathematics instruction. Exhibit 17 provides state-by-state data on the availability of 

technology-related teacher professional development. 

In 2004–05 just over half of fourth- and eighth-grade students had teachers who had access to 

teacher professional development on technology use in mathematics instruction (Exhibit 16). A 

substantial percentage of students had teachers who lacked access to technology-related professional 

development. There was variability between states in teachers’ access to district- or school-provided 

training in 2004–05 (Exhibit 17). There was more than a 40 percentage-point difference between the 

states in students in classrooms where teachers had locally provided technology-related professional 

development in mathematics. 

 

12 The state-to-state differences shown in Exhibit 15 are statistically significant. Using a between-groups hetereogeneity 

statistic for each variable and grade, the null hypothesis of equal true values for states was rejected at the alpha = 0.01 level. 

 CA 

 CO 

 DE 

 HI 

 IA 

 IL AK AL 

 MA AZ AR 

 MD DC GA 

 ME FL ID 

 MI KY IN 

 MN LA KS 

 MO MT MS 

 NE ND NC 

 NH NV NM 

 NJ OK OR 

 NY TX SC 

CT OH VA SD 

RI PA WA TN 

VT WI WV UT WY 

0- 

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 4 

 AZ 

 CT AK 

 DE AL 

 HI AR 

 IA CA 

 IL CO 

 MA DC 

 MI FL 

 MN GA 

 MO KS 

 MT KY 

 ND LA 

 NE ME 

 NH MS 

 NJ NC 

 NV OK 

 NY OR 

 OH SC 

 PA SD 

 RI TN 

 TX UT ID 

MD WA WV IN 

VT WI WY NM VA 

0- 

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 8 
25 

Exhibit 16. Percentage of Students Whose Teachers Had Access to District- or School-Provided 

Professional Development on the Use of Technology in Mathematics Instruction in 2004–05 

Exhibit reads: The teachers of 55 percent of fourth-graders and 57 percent of eighth-graders had 

access to district- or school-provided professional development on the use of computers in 

mathematics instruction. Source: U.S. Department of Education, Institute of Education Sciences, 

National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 

Mathematics Assessment. 

Exhibit 17. Differences Between States in the Percentage of Students Whose Teachers Had Access to 

District- or School-Provided Professional Development on the Use of Technology in Mathematics 

Instruction in 2004–0513

Exhibit reads: The percentage of students who had teachers with access to district- or schoolprovided professional development ranged from just over 20 percent to over 60 percent for teachers 

of fourth-grade students and from over 30 percent to over 70 percent for teachers of eighth-grade 

students. Source: U.S. Department of Education, Institute of Education Sciences, National Center for 

Education Statistics, National Assessment of Educational Progress (NAEP), 2005 Mathematics 

Assessment. 

 

13 The state-to-state differences shown in Exhibit 17 are statistically significant. Using a between-groups hetereogeneity 

statistic for each variable and grade, the null hypothesis of equal true values for states was rejected at the alpha = 0.01 level. 

55% 57%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Students with teachers who have

access to professional development

Grade 4

Grade 8

 AK 

 AZ 

 CA 

 ID 

 IL CO 

 IA CT 

 MA DE 

 MN IN AL 

 MS KS AR 

 MT KY DC 

 NE MO GA 

 NH NJ LA 

 NM NY MD 

 OR ND NV 

 SD OH SC 

 HI VT OK TN 

 ME WA PA TX 

 RI MI WI WY UT 

0-

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 4 

 AZ CA 

 IL CO 

 IA CT 

 IL DE 

 MI ID AK 

 MN IN AL 

 NE KS AR 

 NH KY DC 

 NM MN GA 

 ND MA MD 

 OH MO MS 

 OR NJ NC FL 

 SD NY SC LA 

 HI VT OK TN NV 

 MT WA PA UT TX 

 RI WI WY WV VA 

0-

9 

10-

19 

20-

29 

30-

39 

40-

49 

50-

59 

60-

69 

70-

79 

80-

89 

90-

99 

Percentage of Students in Grade 8 

Percentage of Students 
26 

Conclusions 

Data from the 2005 NAEP administration show that three-quarters or more of American students 

were in schools with access to computers. Almost all were in schools with available technical support.

However, relatively few students had teachers who used technology to develop mathematics curricula 

and assignments, present mathematics concepts to their classes, or administer assessments. Only about 

10 percent of fourth- and eighth-grade students had teachers who used computers at least weekly to 

present topics to students. Twenty-five percent of fourth-grade students had teachers who used 

computers at least weekly to develop curricula in mathematics. The teachers of eighth-grade 

mathematics students were different: more than 50 percent of eighth-graders had teachers who used 

technology at least weekly to create mathematics curricula. Twenty percent of fourth- and eighthgraders had teachers who used computers to administer whole-class or individualized tests. 

These modest numbers are matched by data on the numbers of students who used technology in 

their mathematics course work. About 30 percent of students in fourth grade and 11 percent of students

in eighth grade used computers at least once a week to extend math learning. Similar numbers of 

students were in mathematics classrooms that did not make use of computers at all. 

Although six states had consistently high levels of teacher and student technology use on the 

metrics reported here (Alabama, Florida, Georgia, Louisiana, North Carolina, and South Carolina),14

there were generally large differences between other states in technology use. Differences between 

states in the frequency with which teachers made use of technology for curriculum development, 

teaching, and assessment were as large as 40 percentage points. 

The 2005 NAEP data do not provide explanations for teachers’ and students’ limited use of 

technology in mathematics. Among the possible explanations are perceived limitations in the supply of 

high-quality relevant content; dated hardware and insufficient support; and the many reasons that it is 

difficult for teachers to access and profit from teacher professional development. Among these were 

the difficulty of finding time to take technology-related training, the abbreviated nature of many 

professional development offerings, insufficient opportunities for immediate and frequent practice of 

what teachers learn in training, the paucity of follow-up and advanced training on technology use, and

the latitude that teachers need to try new and potentially ineffective (at least at first) technologies in 

their classrooms. 

The NAEP data are also insufficient to describe the relationships between classroom technology 

use and student academic achievement. The NAEP data collections are not designed to measure the 

impact of educational variables on student performance. Because NAEP data are collected using nonexperimental methods, the data cannot support statements about the impact of educational technology 

on academic achievement. 

Next Steps 

The next administration of the NAEP mathematics assessment to fourth- and eighth-graders is 

scheduled for 2007. Fourth- and eighth-grade mathematics teachers will be surveyed about their 

instructional practices in conjunction with the assessment. Examined together, the 2005 and 2007 data 

can be used to describe national and statewide trends in the use of educational technology in 

mathematics classrooms by students and their teachers. 

 

14 The District of Columbia had consistently high levels of technology use for the eighth-grade metrics only. 
27 

CHAPTER 2: INDIVIDUAL STATE PROFILES OF 

TECHNOLOGY IN MATHEMATICS INSTRUCTION

29 

 Alabama: Technology for Mathematics Instruction 

 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Alabama, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 12 

percent to 54 percent for the two 

grades. 

Exhibit reads: In Alabama, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 8 percent to 38 

percent for the two grades. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Alabama, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 60 percent to 93 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

33%

22%

12%

54%

45%

21%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

38% 30%

10% 9% 8% 12%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research math

topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

65%

85% 93%

60%

80% 89%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
30

Alaska: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Alaska, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 7 

percent to 46 percent for the two 

grades and three different activities. 

Exhibit reads: In Alaska, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 1 percent to 22 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Alaska, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 45 percent to 89 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

27%

7%

14%

46%

8%

26%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

22% 20%

4% 11% 10%

1%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

45%

60%

85%

64%

80% 89%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
31

Arizona: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Arizona, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 8 

percent to 53 percent for the two 

grades and three different activities. 

Exhibit reads: In Arizona, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 2 percent to 27 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Arizona, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 45 percent to 95 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

27%

8%

22%

53%

12%

42%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

27% 21%

5% 12% 7% 2%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

49% 58%

92%

45%

66%

95%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
32

Arkansas: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Arkansas, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 14 percent to 

53 percent for the two grades and 

three different activities. 

Exhibit reads: In Arkansas, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 2 

percent to 57 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In Arkansas, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 60 percent to 94 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

31%

14% 19%

53%

16%

39%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

57%

45%

3%

16% 9% 2%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

61%

77%

89%

60%

72%

94%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
33

California: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In California, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 7 percent to 

52 percent for the two grades and 

three different activities. 

Exhibit reads: In California, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 3 

percent to 21 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In California, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 44 percent to 91 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

18%

7% 9%

52%

15%

33%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

21% 18%

4%

13% 10% 3%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

44%

63%

85%

50%

69%

91%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
34

Colorado: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Colorado, the 

percentages of fourth- and eighth-grade 

students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 5 

percent to 48 percent for the two grades 

and three different activities. 

Exhibit reads: In Colorado, the 

percentages of fourth- and eighth-grade 

students who used computers at least 

once a week to practice or review 

mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 3 percent to 19 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their teachers’ 

least advanced mathematics classes. 

Data for students in their teachers’ most 

advanced classes are similar (within 5 

percentage points). 

Exhibit reads: In Colorado, the 

percentages of fourth- and eighth-grade 

students whose teachers had access to 

professional development on computers 

in math, software for math instruction, 

and technical support in their schools or 

districts ranged from 54 percent to 96 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

18%

5% 11%

48%

10%

29%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

19% 15% 9% 6% 3% 3%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research math

topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

54%

72%

94%

55%

68%

96%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
35

Connecticut: Technology for Mathematics Instruction

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Connecticut, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 4 percent to 

43 percent for the two grades and 

three different activities. 

Exhibit reads: In Connecticut, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 2 

percent to 13 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In Connecticut, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 52 percent to 90 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

24%

4%

16%

43%

10%

32%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

13% 9% 4% 3% 2% 2%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

52%

67%

89%

53%

65%

90%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
36

Delaware: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Delaware, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 8 

percent to 43 percent for the two 

grades and three different activities. 

Exhibit reads: In Delaware, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 3 percent to 24 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Delaware, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 52 percent to 95 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

23%

8%

17%

43%

16%

32%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

24% 21%

8% 3% 10% 4%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

52% 58%

94%

52%

65%

95%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
37 

District of Columbia: Technology for Math Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In District of 

Columbia, the percentages of 

fourth- and eighth-grade students 

whose teachers used computers at 

least once a week to develop 

mathematics curricula or 

assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 8 percent to 

64 percent for the two grades and 

three different activities. 

Exhibit reads: In District of 

Columbia, the percentages of 

fourth- and eighth-grade students 

who used computers at least once a 

week to practice or review 

mathematics topics, to extend 

mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 10 

percent to 34 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In District of 

Columbia, the percentages of 

fourth- and eighth-grade students 

whose teachers had access to 

professional development on 

computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 60 percent to 72 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

33%

8%

25%

64%

22%

51%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

33% 34%

15% 20%

10% 11%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

61% 61% 64% 63% 72%

60%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
38 

Florida: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Florida, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 15 percent to 

51 percent for the two grades and 

three different activities. 

Exhibit reads: In Florida, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 4 

percent to 49 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In Florida, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 78 percent to 94 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

30%

15% 21%

51%

18%

42%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

49% 42%

7%

22% 15%

4%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

79% 82%

94%

78%

89% 94%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
39 

Georgia: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Georgia, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 13 

percent to 58 percent for the two 

grades and three different activities. 

Exhibit reads: In Georgia, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 5 percent to 39 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Georgia, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 67 percent to 94 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

33%

13%

24%

58%

14%

39%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

39% 32%

8%

16% 12% 5%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

69%

86% 93%

67%

81%

94%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
40 

Hawaii: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Hawaii, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 2 

percent to 44 percent for the two 

grades and three different activities. 

Exhibit reads: In Hawaii, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 1 percent to 7 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Hawaii, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 35 percent to 93 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

19%

2% 8%

44%

8%

25%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

6% 7% 1% 6% 4% 1%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

35%

54%

93%

38%

48%

93%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
41 

Idaho: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Idaho, the percentages 

of fourth- and eighth-grade students 

whose teachers used computers at least 

once a week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to present 

mathematics concepts to students 

ranged from 10 percent to 49 percent for 

the two grades and three different 

activities. 

Exhibit reads: In Idaho, the percentages 

of fourth- and eighth-grade students 

who used computers at least once a 

week to practice or review mathematics 

topics, to extend mathematics learning 

with enrichment activities, or to research 

mathematics topics ranged from 1 

percent to 36 percent for the two grades 

and three different activities. 

Note: Eighth-grade student data are 

presented for students in their teachers' 

least advanced mathematics classes. 

Data for students in their teachers' most 

advanced classes are similar (within 5 

percentage points) except in using 

computers to practice or review math. 

Thirteen percent of students in their 

teachers' most advanced classes used 

computers to practice or review math. 

Exhibit reads: In Idaho, the percentages 

of fourth- and eighth-grade students 

whose teachers had access to 

professional development on computers 

in math, software for math instruction, 

and technical support in their schools or 

districts ranged from 43 percent to 98 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

20%

10% 12%

49%

16%

37%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

36% 28%

2%

21%

12%

1%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

43%

72%

92%

53%

76%

98%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
42 

Illinois: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Illinois, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 4 

percent to 51 percent for the two 

grades and three different activities. 

Exhibit reads: In Illinois, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 1 percent to 17 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Illinois, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 41 percent to 94 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

18%

4%

11%

51%

7%

31%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

17% 13% 7% 4% 4% 1%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

41%

64%

90%

45%

64%

94%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
43 

Indiana: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Indiana, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 8 percent to 

51 percent for the two grades and 

three different activities. 

Exhibit reads: In Indiana, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 2 

percent to 33 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In Indiana, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 54 percent to 98 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

25%

8% 13%

51%

13%

28%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

33%

24%

2%

11% 7% 2%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

54%

79%

94%

59%

82%

98%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
44 

Iowa: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Iowa, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 5 percent to 

44 percent for the two grades and 

three different activities. 

Exhibit reads: In Iowa, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 0 

percent to 27 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In Iowa, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 40 percent to 96 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

13%

5% 7%

44%

10%

33%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

27% 19%

4% 3% 1% 0%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

40%

65%

95%

41%

57%

96%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
45 

Kansas: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Kansas, the 

percentages of fourth- and eighth-grade 

students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 9 

percent to 44 percent for the two grades 

and three different activities. 

Exhibit reads: In Kansas, the 

percentages of fourth- and eighth-grade 

students who used computers at least 

once a week to practice or review 

mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 2 percent to 45 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their teachers’ 

least advanced mathematics classes. 

Data for students in their teachers’ most 

advanced classes are similar (within 5 

percentage points). 

Exhibit reads: In Kansas, the 

percentages of fourth- and eighth-grade 

students whose teachers had access to 

professional development on computers 

in math, software for math instruction, 

and technical support in their schools or 

districts ranged from 50 percent to 96 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

29%

9%

22%

44%

11%

26%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

45%

35%

11% 11% 6% 2%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

50%

73%

96%

50%

71%

96%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
46 

Kentucky: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Kentucky, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 9 

percent to 53 percent for the two 

grades and three different activities. 

Exhibit reads: In Kentucky, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 2 percent to 33 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Kentucky, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 56 percent to 97 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

34%

9%

21%

53%

12%

41%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

33%

24%

4% 10% 5% 2%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

58%

85%

97%

56%

82%

95%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
47 

Louisiana: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Louisiana, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 21 

percent to 53 percent for the two 

grades and three different activities. 

Exhibit reads: In Louisiana, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 5 percent to 46 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Louisiana, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 64 percent to 94 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

35%

21%

31%

53%

29%

43%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

46%

34%

5%

29%

19%

6%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

64%

75% 83% 75% 76%

94%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
48 

Maine: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Maine, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 3 percent to 

46 percent for the two grades and 

three different activities. 

Exhibit reads: In Maine, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 1 

percent to 23 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In Maine, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 31 percent to 94 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

13%

3%

10%

46%

12%

32%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

9% 8% 1%

23% 18%

5%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

31%

60%

92%

58% 51%

94%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
49 

Maryland: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Maryland, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 10 percent to 

60 percent for the two grades and 

three different activities. 

Exhibit reads: In Maryland, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 3 

percent to 23 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In Maryland, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 63 percent to 91 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

41%

10%

25%

60%

14%

39%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

23% 18%

3%

12% 6% 3%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

63%

75%

89%

64%

79%

91%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
50 

Massachusetts: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Massachusetts, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 4 percent to 

52 percent for the two grades and 

three different activities. 

Exhibit reads: In Massachusetts, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 3 

percent to 17 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In Massachusetts, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 47 percent to 92 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

20%

4%

15%

52%

11%

39%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

17% 14%

3% 9% 7% 3%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

47%

76%

89%

51%

67%

92%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
51 

Michigan: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Michigan, the 

percentages of fourth- and eighth-grade 

students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 5 

percent to 49 percent for the two grades 

and three different activities. 

Exhibit reads: In Michigan, the 

percentages of fourth- and eighth-grade 

students who used computers at least 

once a week to practice or review 

mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 0 percent to 24 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their teachers’ 

least advanced mathematics classes. 

Data for students in their teachers’ most 

advanced classes are similar (within 5 

percentage points). 

Exhibit reads: In Michigan, the 

percentages of fourth- and eighth-grade 

students whose teachers had access to 

professional development on computers 

in math, software for math instruction, 

and technical support in their schools or 

districts ranged from 36 percent to 92 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

20%

5%

12%

49%

11%

32%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

24% 21%

7% 4% 3% 0%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

36%

65%

88%

44%

60%

92%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
52 

Minnesota: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Minnesota, the 

percentages of fourth- and eighth-grade 

students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 5 

percent to 52 percent for the two grades 

and three different activities. 

Exhibit reads: In Minnesota, the 

percentages of fourth- and eighth-grade 

students who used computers at least 

once a week to practice or review 

mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 0 percent to 24 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their teachers’ 

least advanced mathematics classes. 

Data for students in their teachers’ most 

advanced classes are similar (within 5 

percentage points). 

Exhibit reads: In Minnesota, the 

percentages of fourth- and eighth-grade 

students whose teachers had access to 

professional development on computers 

in math, software for math instruction, 

and technical support in their schools or 

districts ranged from 45 percent to 99 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

14%

5% 7%

52%

10%

30%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

24%

15%

2%

11% 4% 0%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

45%

70%

95%

48%

63%

99%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
53 

Mississippi: Technology for Mathematics Instruction

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Mississippi, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 13 

percent to 55 percent for the two 

grades and three different activities. 

Exhibit reads: In Mississippi, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 5 percent to 39 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Mississippi, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 49 percent to 91 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

29%

14%

23%

55%

13%

40%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

39% 35%

7% 14% 9% 5%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

49%

72%

87%

61%

80%

91%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
54 

Missouri: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Missouri, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 13 

percent to 50 percent for the two 

grades and three different activities. 

Exhibit reads: In Missouri, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 7 percent to 37 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Missouri, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 50 percent to 96 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

31%

22% 24%

50%

13%

35%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

37% 30%

11% 7% 7% 7%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

50%

70%

92%

50%

62%

96%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
55 

Montana: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Montana, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 4 

percent to 35 percent for the two 

grades and three different activities. 

Exhibit reads: In Montana, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 0 percent to 26 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Montana, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 38 percent to 92 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

14%

4% 8%

35%

13%

23%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

26% 20%

3%

14% 7% 0%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

46%

71%

87%

38%

68%

92%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
56 

Nebraska: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Nebraska, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 7 

percent to 49 percent for the two 

grades and three different activities. 

Exhibit reads: In Nebraska, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 2 percent to 29 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Nebraska, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 46 percent to 98 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

20%

7% 11%

49%

14%

29%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

29%

20%

6% 5% 2% 2%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

46%

73%

96%

48%

70%

98%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
57 

Nevada: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Nevada, the percentages 

of fourth- and eighth-grade students 

whose teachers used computers at least 

once a week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to present 

mathematics concepts to students ranged 

from 2 percent to 50 percent for the two 

grades and three different activities 

. 

Exhibit reads: In Nevada, the percentages 

of fourth- and eighth-grade students who 

used computers at least once a week to 

practice or review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 2 percent 

to 16 percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their teachers' 

least advanced mathematics classes. 

Data for students in their teachers' most 

advanced classes are similar (within 5 

percentage points) for computer use in 

researching math topics. Nine percent of 

students in their teachers' most advanced 

classes used computers to practice or 

review math. Seven percent of students in 

their teachers' most advanced classes 

used computers to extend math learning 

with enrichment activities. 

Exhibit reads: In Nevada, the percentages 

of fourth- and eighth-grade students 

whose teachers had access to 

professional development on computers 

in math, software for math instruction, and 

technical support in their schools or 

districts ranged from 65 percent to 97 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

23%

2%

10%

50%

19%

32%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

16% 12%

2%

16% 13%

4%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

65% 70%

93%

78% 83%

97%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
58 

New Hampshire: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In New Hampshire, 

the percentages of fourth- and 

eighth-grade students whose 

teachers used computers at least 

once a week to develop 

mathematics curricula or 

assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 3 percent to 

49 percent for the two grades and 

three different activities. 

Exhibit reads: In New Hampshire, 

the percentages of fourth- and 

eighth-grade students who used 

computers at least once a week to 

practice or review mathematics 

topics, to extend mathematics 

learning with enrichment activities, 

or to research mathematics topics 

ranged from 1 percent to 12 percent 

for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In New Hampshire, 

the percentages of fourth- and 

eighth-grade students whose 

teachers had access to professional 

development on computers in math, 

software for math instruction, and 

technical support in their schools or 

districts ranged from 47 percent to 

92 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

18%

3%

11%

49%

3%

33%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

12% 10% 3% 3% 2% 1%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

48%

62%

90%

47%

72%

92%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
59 

New Jersey: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In New Jersey, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 11 

percent to 54 percent for the two 

grades and three different activities. 

Exhibit reads: In New Jersey, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 3 percent to 26 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In New Jersey, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 55 percent to 96 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

29%

11% 18%

54%

13%

36%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

26% 21%

9% 9% 5% 3%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

55%

73%

94%

55%

71%

96%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
60 

New Mexico: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In New Mexico, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 9 

percent to 44 percent for the two 

grades and three different activities. 

Exhibit reads: In New Mexico, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 2 percent to 26 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In New Mexico, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 41 percent to 90 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

21%

10% 12%

44%

9%

33%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

26% 20%

10% 8% 5% 2%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

41%

65%

89%

49%

60%

90%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
61 

New York: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In New York, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 4 percent to 

64 percent for the two grades and 

three different activities. 

Exhibit reads: In New York, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 3 

percent to 21 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In New York, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 52 percent to 90 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

19%

4%

13%

64%

10%

40%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

21% 15%

4% 3% 4% 3%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

52%

76%

88%

57%

73%

90%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
62 

North Carolina: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In North Carolina, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 10 

percent to 55 percent for the two 

grades and three different activities. 

Exhibit reads: In North Carolina, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 1 percent to 46 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In North Carolina, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 69 percent to 96 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

30%

10%

24%

55%

13%

38%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

46%

33%

5% 12% 5% 1%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

70%

88% 96%

69%

86% 93%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
63 

North Dakota: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In North Dakota, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 3 

percent to 31 percent for the two 

grades and three different activities. 

Exhibit reads: In North Dakota, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 0 percent to 18 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In North Dakota, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 44 percent to 98 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

10%

3% 8%

31%

5%

26%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

18% 13%

1% 2% 2% 0%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

50%

72%

96%

44%

73%

98%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
64 

Ohio: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Ohio, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 8 

percent to 55 percent for the two 

grades and three different activities. 

Exhibit reads: In Ohio, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 1 percent to 35 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Ohio, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 47 percent to 90 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

25%

8% 15%

55%

14%

38%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

35%

26%

1%

15% 10% 6%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

52%

72%

90%

47%

69%

90%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
65 

Oklahoma: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Oklahoma, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 

10 percent to 44 percent for the two 

grades and three different activities. 

Exhibit reads: In Oklahoma, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 2 

percent to 47 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In Oklahoma, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 51 percent to 92 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

18% 11% 16%

44%

10%

24%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

47%

38%

4% 10% 9% 2%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

55%

79%

91%

51%

83% 92%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
66 

Oregon: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Oregon, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 4 percent to 

37 percent for the two grades and 

three different activities. 

Exhibit reads: In Oregon, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 1 

percent to 11 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In Oregon, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 41 percent to 95 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

20%

4%

15%

37%

8%

28%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

11% 10% 8% 5% 3% 1%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

46%

61%

85%

41%

61%

95%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
67 

Pennsylvania: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Pennsylvania, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 7 

percent to 53 percent for the two 

grades and three different activities. 

Exhibit reads: In Pennsylvania, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 1 percent to 41 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Pennsylvania, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 56 percent to 95 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

27%

7% 13%

53%

9%

31%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

41% 33%

2% 8% 5% 1%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

56%

77%

90%

57%

70%

95%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
68 

Puerto Rico: Technology for Mathematics Instruction

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Data are not available for Puerto Rico. 
69 

Rhode Island: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Rhode Island, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 3 

percent to 48 percent for the two 

grades and three different activities. 

Exhibit reads: In Rhode Island, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 2 percent to 12 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Rhode Island, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 23 percent to 85 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

14%

3%

12%

48%

5%

31%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

12% 10% 4% 3% 3% 2%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

23%

44%

68%

31%

42%

85%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
70 

South Carolina: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In South Carolina, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 11 percent to 

58 percent for the two grades and 

three different activities. 

Exhibit reads: In South Carolina, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 3 

percent to 42 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In South Carolina, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 63 percent to 93 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

36%

11%

22%

58%

11%

43%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

42% 36%

6% 13% 10% 3%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

68%

87% 93%

63%

81% 91%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
71 

South Dakota: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In South Dakota, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 7 

percent to 50 percent for the two 

grades and three different activities. 

Exhibit reads: In South Dakota, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 1 percent to 36 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In South Dakota, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 40 percent to 92 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

17%

7% 12%

50%

14%

29%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

36% 30%

3%

13% 11%

1%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

40%

76%

88%

44%

69%

92%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
72 

Tennessee: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Tennessee, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 13 

percent to 48 percent for the two 

grades and three different activities. 

Exhibit reads: In Tennessee, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 4 percent to 38 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Tennessee, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 62 percent to 93 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

28%

13%

21%

48%

23%

34%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

38% 33%

8%

18% 12% 4%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

62%

72%

89%

63%

80%

93%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
73 

Texas: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Texas, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 10 percent to 

58 percent for the two grades and 

three different activities. 

Exhibit reads: In Texas, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 3 

percent to 34 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In Texas, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 67 percent to 96 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

34%

10%

26%

58%

15%

39%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

34% 28%

9% 7% 6% 3%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

67%

77%

96%

71% 79%

96%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
74 

Utah: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Utah, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 6 

percent to 50 percent for the two 

grades and three different activities. 

Exhibit reads: In Utah, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 1 percent to 30 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Utah, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 65 percent to 99 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

18%

6% 12%

50%

11%

31%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

30%

20%

2% 8% 5% 1%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

66% 66%

93%

65% 65%

99%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
75 

Vermont: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Vermont, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 1 percent to 

54 percent for the two grades and 

three different activities. 

Exhibit reads: In Vermont, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 0 

percent to 8 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In Vermont, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 42 percent to 97 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

12%

1% 6%

54%

9%

30%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

8% 6% 4% 5% 1% 0%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

43%

56%

94%

42%

57%

97%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
76 

Virginia: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Virginia, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 8 percent to 

59 percent for the two grades and 

three different activities. 

Exhibit reads: In Virginia, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 2 

percent to 37 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In Virginia, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 74 percent to 97 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

38%

8%

21%

59%

16%

33%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

37%

27%

5%

14% 11%

2%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

74%

86%

97%

78%

89% 97%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
77 

Washington: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Washington, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 4 

percent to 54 percent for the two 

grades and three different activities. 

Exhibit reads: In Washington, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 1 percent to 21 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In Washington, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 41 percent to 94 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

20%

4%

11%

54%

16%

35%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

21%

13% 5% 7% 4% 1%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

41%

56%

90%

45%

57%

94%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
78 

West Virginia: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In West Virginia, the 

percentages of fourth- and eighthgrade students whose teachers used 

computers at least once a week to 

develop mathematics curricula or 

assignments, to look up mathematics 

information, or to present mathematics 

concepts to students ranged from 7 

percent to 34 percent for the two 

grades and three different activities. 

Exhibit reads: In West Virginia, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to extend 

mathematics learning with enrichment 

activities, or to research mathematics 

topics ranged from 1 percent to 70 

percent for the two grades and three 

different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced mathematics 

classes. Data for students in their 

teachers’ most advanced classes are 

similar (within 5 percentage points). 

Exhibit reads: In West Virginia, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 77 percent to 93 percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

19% 14% 11%

34%

7%

29%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

70%

55%

4%

13% 6% 1%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

87% 93% 89% 88%

77%

93%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
79

Wisconsin: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Wisconsin, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 4 percent to 

49 percent for the two grades and 

three different activities. 

Exhibit reads: In Wisconsin, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 1 

percent to 16 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In Wisconsin, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 41 percent to 92 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

14%

4% 10%

49%

8%

21%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

16% 12%

2% 1% 1% 1%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

43%

67%

89%

41%

65%

92%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
80

Wyoming: Technology for Mathematics Instruction 

EDUCATIONAL TECHNOLOGY ACCESS AND INTEGRATION

Exhibit reads: In Wyoming, the 

percentages of fourth- and eighthgrade students whose teachers 

used computers at least once a 

week to develop mathematics 

curricula or assignments, to look up 

mathematics information, or to 

present mathematics concepts to 

students ranged from 10 percent to 

48 percent for the two grades and 

three different activities. 

Exhibit reads: In Wyoming, the 

percentages of fourth- and eighthgrade students who used computers 

at least once a week to practice or 

review mathematics topics, to 

extend mathematics learning with 

enrichment activities, or to research 

mathematics topics ranged from 1 

percent to 47 percent for the two 

grades and three different activities. 

Note: Eighth-grade student data are 

presented for students in their 

teachers’ least advanced 

mathematics classes. Data for 

students in their teachers’ most 

advanced classes are similar (within 

5 percentage points). 

Exhibit reads: In Wyoming, the 

percentages of fourth- and eighthgrade students whose teachers had 

access to professional development 

on computers in math, software for 

math instruction, and technical 

support in their schools or districts 

ranged from 51 percent to 95 

percent. 

Percent of Students Whose Teachers Used Computers in 

Mathematics Instruction at Least Once a Week in 2004–05

21% 14% 10%

48%

14%

26%

0%

20%

40%

60%

80%

100%

To develop

curricula or

assignments

To look up math

information

To present

concepts to

students

Grade 4

Grade 8

Percent of Students Who Used Computers at Least Once a 

Week in 2004–05 to Learn Mathematics

47%

32%

1%

16% 11%

1%

0%

20%

40%

60%

80%

100%

To practice or

review math

To extend

learning w/

enrichment

activities

To research

math topics

Grade 4

Grade 8

Percent of Students Whose Teachers had Access to 

Software and Support in Using Computers in Mathematics in 

2004–05

53%

77%

92%

51%

72%

95%

0%

20%

40%

60%

80%

100%

Professional

development on

computers in

math

Software for

math instruction

Technical

support

Grade 4

Grade 8
81

REFERENCES 
82 
83

Grigg, W., Lauko, M., and Brockway, D. (2006). The nation’s report card: Science 2005. 

Washington, D.C.: U.S. Department of Education, National Center of Education Statistics. 

National Center for Education Statistics. (2005). NAEP mathematics 2005 state snapshot reports. 

Washington, D.C.: Author. 

National Center for Education Statistics. (2006). NAEP science 2005 state snapshot reports. 

Washington, D.C.: Author. 

Perie, M., Grigg, W., and Diaon, G. (2005). The nation’s report card: Mathematics 2005. 

Washington, D.C.: U.S. Department of Education, National Center of Education Statistics. 

APPENDIX A 

REPORT METHODOLOGY 

87 

NAEP Administration Data from 2005 

This report presents data from the 2005 administration of the National Assessment of 

Educational Progress (NAEP), which has tracked student learning since 1969. NAEP 

assesses what the nation’s students know and can do in a variety of subjects. Nationwide 

assessments have been conducted since 1969; state-level assessments have taken place 

since 1990. In 2005, student performance in fourth- and eighth-grade mathematics was 

examined, along with performance in other subjects. NAEP additionally collected data 

from teachers on their professional development opportunities, on their classroom 

practices, and on their use of instructional technology. Teachers completed NAEP 

surveys describing their use of technology in teaching and learning of mathematics. 

The NAEP online data reporting tool, called the NAEP Data Explorer 

(http://nces.ed.gov/nationsreportcard/nde/), was used to examine data on topics of interest 

to this report, including the availability of computers, software, and technical support in 

schools; the use of technology in mathematics curriculum planning; the integration of 

technology into teaching and learning in mathematics; the availability of technologyrelated teacher professional development in mathematics; and the use of technology in 

classroom-based assessment. The Data Explorer provides teacher response data as 

percentages of students whose teachers have access to particular resources or use 

particular practices. The Data Explorer provides student-level data because these paint 

more accurate pictures of students’ educational contexts than would teacher-level data. 

Data were extracted for this report at the national level and on a state-by-state basis. 

The national-level data include information on educational technology access and use 

from all 50 states and the District of Columbia and were obtained by collapsing the state 

jurisdictions on the NAEP Data Explorer for each variable. The individual state estimates 

were extracted separately and used for both the analyses in the body of this report and the 

section on each state’s educational technology access and integration in the state profiles. 

Response categories indicating the frequency of technology use were collapsed to reflect 

weekly use of technology for math instruction, and categories indicating technology 

access were collapsed to reflect the availability of one computer for every four or fewer 

students. 

Elements for Individual State Profiles 

Three sets of measures of educational technology access and integration are presented 

in the individual state profiles. The data about educational technology access and 

integration into mathematics classrooms were taken from the NAEP 2005 database that 

was already described. Three graphs show the percentages of students in the fourth- and 

eighth grades whose classrooms include access to and use of technology in school year 

2004–2005. The first graph shows the percentages of students whose teachers used 

computers in mathematics instruction at least once a week. The second graph shows the 

percentages of students who used computers to learn mathematics at least once a week. 

The third graph shows the percentages of students whose teachers had access to software 

and support in using computers in mathematics. 
88 

Exhibit A-1. Educational Technology Access and Integration

TechnologyRelated Activity Teacher Use of Computers in Mathematics Instruction

Develop curricula 

or assignments 

U.S. Department of Education, Institute of Education Sciences, National Center for 

Education Statistics, National Assessment of Educational Progress (NAEP), 2005 

Mathematics Assessment. 

Grade 4: Survey Question 9c. 

Grade 8: Survey Question 8c. 

Look up math 

information 

U.S. Department of Education, Institute of Education Sciences, National Center for 

Education Statistics, National Assessment of Educational Progress (NAEP), 2005 

Mathematics Assessment. 

Grade 4: Survey Question 9b. 

Grade 8: Survey Question 8b. 

Present concepts 

to students 

U.S. Department of Education, Institute of Education Sciences, National Center for 

Education Statistics, National Assessment of Educational Progress (NAEP), 2005 

Mathematics Assessment. 

Grade 4: Survey Question 9a. 

Grade 8: Survey Question 8a. 

Student Use of Computers to Learn Mathematics 

Practice or review 

math 

U.S. Department of Education, Institute of Education Sciences, National Center for 

Education Statistics, National Assessment of Educational Progress (NAEP), 2005 

Mathematics Assessment. 

Grade 4: Survey Question 8a. 

Grade 8: Survey Question 7a. 

Extend learning 

with enrichment 

activities 

U.S. Department of Education, Institute of Education Sciences, National Center for 

Education Statistics, National Assessment of Educational Progress (NAEP), 2005 

Mathematics Assessment. 

Grade 4: Survey Question 8b. 

Grade 8: Survey Question 7b. 

Research math 

topics 

U.S. Department of Education, Institute of Education Sciences, National Center for 

Education Statistics, National Assessment of Educational Progress (NAEP), 2005 

Mathematics Assessment. 

Grade 4: Survey Question 8c. 

Grade 8: Survey Question 7c. 

Teacher Access to Software and Support in Using Computers in Mathematics

Professional 

development on 

computers in math 

U.S. Department of Education, Institute of Education Sciences, National Center for 

Education Statistics, National Assessment of Educational Progress (NAEP), 2005 

Mathematics Assessment. 

Grade 4: Survey Question 12. 

Grade 8: Survey Question 11. 

Software for math 

instruction 

U.S. Department of Education, Institute of Education Sciences, National Center for 

Education Statistics, National Assessment of Educational Progress (NAEP), 2005 

Mathematics Assessment. 

Grade 4: Survey Question 11. 

Grade 8: Survey Question 10.

Technical Support U.S. Department of Education, Institute of Education Sciences, National Center for 

Education Statistics, National Assessment of Educational Progress (NAEP), 2005 

Mathematics Assessment. 

Grade 4: Survey Question 10. 

Grade 8: Survey Question 9.