Some studies that simply used the technology to assist in routine computation
were not without major paradigm shifts in their goals of instruction,
(e.g., Heid, 1988). On the other hand, the deep-seated calculational
orientation held by many people in mathematics education (Thompson,
Philipp, Thompson, & Boyd, in press) is reflected in many studies' nonconceptual
orientation-indeed, about half the studies have a computational
skill orientation.