In summary, a wide array of evidence of nearly four decades points to the usefulness of calculators for enhancing student achievement, learning concepts, orientation towards mathematics, and learning behaviors in mathematics. This evidence could propel practitioners to begin to produce robust, dynamic learning environments in which students learn mathematics with understanding and emerge ready to apply mathematics to issues unique to the 21st century. Meanwhile, new lines of research should investigate phenomena beyond whether or not calculators are effective; instead, we can begin to explore the conditions, resources, and contexts needed to maximize the degree to which calculator use can enhance the teaching and learning of mathematics.
