The purpose of this qualitative research project was to discover how computers are implemented in a sixth grade mathematics classroom and the effect that it has on students. My research enabled me to answer three questions: 1) What part of the mathematics curriculum is currently being taught by computers? 2) How does the use of computers affect students with different ability levels? and 3) How does the use of computers affect the rate of learning in mathematics? . This study took place in a suburban sixth grade middle school classroom located west of Portland. Student information was gathered in the mathematics classroom through observation and documentation of grades. Three sixth grade mathematics teachers were interviewed for this study to investigate their views about integrating computers in the mathematics curriculum. In order to protect the participants' rights to privacy and anonymity, I have provided pseudonyms for all participants in this study. After analyzing the field notes, teacher interview responses, student observation notes and documentation of grades, I was able to conclude how computers are currently being used in a sixth grade mathematics classroom, as well as how they can be used to improve student achievement. My research revealed that computers are not being integrated in the mathematics curriculum as much as teachers would desire. Integrating computers in mathematics improved student's grades at all ability levels investigated. Moreover, the rate of learning in mathematics increased when computers were integrated in lessons.
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