Abstract
This study investigates the integration of scientific calculators in teaching measures of central tendency and dispersion—specifically mean, variance, and standard deviation—to Grade 9 students. Using a qualitative Lesson Study (LS) framework and involving 40 Grade 9 students in a public secondary school in the Philippines, the research examined how calculator-supported instruction affects student engagement, conceptual understanding, and computational efficiency. Findings revealed that the strategic use of calculators enhanced participation, clarified complex concepts, and allowed students to perform calculations more quickly and accurately. Contextualized activities further deepened students’ appreciation of the lessons. However, the study also underscores the risks of over-reliance on technology, emphasizing the importance of balancing procedural fluency with conceptual reasoning. The study concludes that integrating calculators, when aligned with sound pedagogy and reflective practice, can advance statistical literacy, foster engagement, and promote collaborative learning.
