A clear picture of national achievement in mathematics is complicated by the divergence of the two national NAEP tests the long-term trend and the main in the 1990s. The two tests appear to assess different mathematics, with the long-term trend NAEP placing greater emphasis on arithmetic and the main NAEP on geometry and problem solving. Student performance in geometry and problem solving improved in the 1990s. Performance in arithmetic remained static or declined slightly. Results for thirteen year olds suggest large numbers of students have not mastered the basic arithmetic skills that are necessary before moving on to algebra.
Research generally favors the use of calculators in classroom instruction.
However, little is known about the impact of calculator use on young children s learning of basic skills. More high-quality studies are needed in fourth grade and earlier. Fourth graders who say they use calculators every day score significantly lower on the NAEP math test than other fourth graders. The Department of Education and the National Science Foundation should adopt a neutral stance on the issue, especially given the cautionary signals in the federal government s own NAEP data. Schools designated as exemplary by federal and state awards programs are not always exemplary in academic achievement.