EVIDENCE-BASED POLICY FRAMEWORK FOR STRATEGIC CALCULATOR INTEGRATION IN NIGERIAN SECONDARY MATHEMATICS

Abstract

This study identifies and evaluates pedagogical and policy interventions to mitigate calculator dependency among secondary mathematics students in Nigeria. Building on research findings that demonstrate the negative impact of calculator abuse on teaching quality and student performance, this paper investigates teacher-endorsed measures for strategic calculator integration. Through questionnaire data from ten experienced mathematics teachers in Enugu South private secondary schools, we identify eight consensus-based interventions with strong agreement (overall mean = 3.53/4.00). Key recommendations include: delaying calculator introduction until senior secondary, developing whole-school calculator policies, restricting calculator use to specific topics, providing explicit student training on calculator functions, standardising calculator models within schools, and incorporating calculator education into the formal curriculum. Thematic analysis of teacher comments reveals three implementation principles: foundational mastery must precede technology integration, policy coherence across educational levels is essential, and teacher professional development on technology integration is urgently needed. We propose a tiered intervention framework that addresses policy, curriculum, and training dimensions simultaneously. This framework offers practical guidance for educational stakeholders seeking to transform calculators from cognitive crutches into strategic learning tools while preserving foundational mathematical competence in resource-constrained contexts.