Teachers’ Disposition towards Use of Scientific Calculators in Mathematics Instruction in Meru County in Kenya
Ms. Mercy Wanja Muthomi, Dr. Zachariah Kariuki Mbugua, Prof. Bernard Nyingi Githua

Abstract
Mathematics occupies a core status in secondary school curriculum because it is a key to opening career opportunities for students. Educational technology is recognized as an essential component of the instructional process and thus use of scientific calculators was introduced in Kenya secondary schools in 2005. However teachers’ disposition towards use of scientific calculators has not been established. The purpose of the study was to investigate the teachers’ disposition towards use of scientific calculators in mathematics instruction in secondary schools in Meru County. Descriptive research design was used and data was obtained from mathematics teachers using a questionnaires. The results indicate that teachers have a positive disposition towards use of scientific calculators in mathematics instructions. This finding is helpful to curriculum developers and they can integrate the calculators in mathematics instructions.

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