Attitudes to Technology in Mathematics Learning Questionnaire (original) (raw)
Related papers
2001
This study reports on the validation of a questionnaire designed to measure general mathematics confidence, general confidence with using technology, and attitudes to the use of technology for mathematics learning. A questionnaire was administered to 289 students commencing a tertiary level course on linear algebra and calculus. Scales formed on the basis of factor analysis demonstrated high internal consistency reliability and divergent validity. A repeat administration confirmed the earlier psychometric findings as well as establishing good test-retest reliability. The resulting instrument can be used to measure attitudinal factors that mediate the effective use of technology in mathematics learning.
Mathematics Education Research Journal, 2001
This study reports on the validation of a questionnaire designed to measure general mathematics confidence, general confidence with using technology, and attitudes to the use of technology for mathematics learning. A questionnaire was administered to 289 students commencing a tertiary level course on linear algebra and calculus. Scales formed on the basis of factor analysis demonstrated high internal consistency reliability and divergent validity. A repeat administration confirmed the earlier psychometric findings as well as establishing good test-retest reliability. The resulting instrument can be used to measure attitudinal factors that mediate the effective use of technology in mathematics learning.
A scale for monitoring studentsÕ attitudes to learning mathematics with technology
The Mathematics and Technology Attitudes Scale (MTAS) is a simple scale for middle secondary years students that monitors five affective variables relevant to learning mathematics with technology. The subscales measure mathematics confidence, confidence with technology, attitude to learning mathematics with technology and two aspects of engagement in learning mathematics. The paper presents a model of how technology use can enhance mathematics achievement, a review of other instruments and a psychometric analysis of the MTAS. It also reports the responses of 350 students from 6 schools to demonstrate the power of the MTAS to provide useful insights for teachers and researchers. ÔAttitude to learning mathematics with technologyÕ had a wider range of scores than other variables studied. For boys, this attitude is correlated only with confidence in using technology, but for girls the only relationship found was a negative correlation with mathematics confidence. These differences need to be taken into account when planning instruction.
A scale for monitoring students' attitudes to learning mathematics with technology
Computers & Education, 2007
The Mathematics and Technology Attitudes Scale (MTAS) is a simple scale for middle secondary years students that monitors five affective variables relevant to learning mathematics with technology. The subscales measure mathematics confidence, confidence with technology, attitude to learning mathematics with technology and two aspects of engagement in learning mathematics. The paper presents a model of how technology use can enhance mathematics achievement, a review of other instruments and a psychometric analysis of the MTAS. It also reports the responses of 350 students from 6 schools to demonstrate the power of the MTAS to provide useful insights for teachers and researchers. ÔAttitude to learning mathematics with technologyÕ had a wider range of scores than other variables studied. For boys, this attitude is correlated only with confidence in using technology, but for girls the only relationship found was a negative correlation with mathematics confidence. These differences need to be taken into account when planning instruction.
EURASIA Journal of Mathematics, Science and Technology Education, 2017
The aim of study is determining the set of variables which explain a student anxiety towards mathematics, as well as the student attitude towards the use of technology in PLM. To do this, the RMARS and MTAS scales were used. The instruments were applied to 522 undergraduate students at ITSON. The statistical procedure was EFA. The results obtained for the RMARS scale are: Bartlett's Test of Sphericity with KMO (0.689), χ 2 of 603.529 with 3 df and sig. 0.000 p<0.00, MSA Measure of Sampling Adequacy all more than >0.5, with an eigenvalue (2.219) which explains the 73.955 % of the total variance. In the MTAS Scale, Bartlett's Test of Sphericity obtains a KMO value (0.678), χ 2 of 427.405 with 10 df and sig. 0.000 with MSA values more than >0.5 in all cases, indicating that the variables of the MTAS Scale allow for establishing students' attitude towards mathematics and towards learning it using technology. The empirical evidence obtained allows us to believe that the use of technology may be a variable influencing students' attitude towards the process of teaching-learning mathematics measured using ICT, and that anxiety over mathematics may be a factor which determines this attitude.
University Student Perceptions of Technology Use in Mathematics Learning
Although most universities and educators are relying on implementing various technological tools in the curriculum, acceptance of such tools among students is still not sufficient. The Technology Acceptance Model (TAM) has been widely used by researchers to test user's acceptance of technology in business, education and other domains. This research study is an attempt that tests the integration of TAM and user satisfaction in the educational field. It particularly investigates stu-dents' acceptance to use MyMathLab, a technological tool, in university math classes in the Middle East. Structural equation modelling with various constructs was used. Findings support the theoretical model showing the great influence of user satisfaction on perceived ease of use and subjective norm on behavioural intention. The findings of this study also demonstrate that self-efficacy, user satisfaction, subjective norms, perceived usefulness, perceived ease of use, and stu-dents' attitude constructs all have a positive impact on students' behavioural intentions to adopt and use technological tools in a mathematics class room. Findings of this research have greater implications for educators and students worldwide.
Disentangling the nexus: Attitudes to mathematics and technology in a computer learning environment
1998
Gaining insights into students' attitudes and beliefs is a crucial step in understanding how the learning environment for mathematics is affected by the introduction of computers and other technology. We review research into the impact of technology on the teaching and learning of mathematics, although systematic evaluations are sparse. We discuss the relationship between affective variables and performance and having constructed appropriate measures of attitude, we present results from an extensive initial study. The study disentangles affects relating to mathematics and to computing and in doing so identifies attributes which are important where mathematics and computing interact. We report on the application of six Galbraith-Haines scales to 156 students, we discuss the implications of confidence, motivation, engagement and interaction with the technology in the learning environment and we demonstrate that the computing and mathematics attitude scales capture distinctive properties of student behaviour in this respect.
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE “TECHNOLOGY IN AGRICULTURE, ENERGY AND ECOLOGY” (TAEE2022)
The study is focused towards the relationship behavior between technology and mathematics among university students. In 21 st century both are closely related to each other. Data analysis is done to study the confidence level and attitude of university students in Mathematics and use of technology, Impact of technology on performance in Mathematics. The analysis indicates that the students are more confident in technology as compared to mathematics. None of the students are confident in learning mathematics as a subject and with technology.
Perception of Undergraduate Students towards Use of Digital Technology in Mathematics Educa (2)
International Journal of Innovative Research in Computer Science and Technology (IJIRCST), 2024
Digital Technology has been a boon, especially in the field of education. Being one of the mot efficient ways of supplementing the traditional teaching-learning process, it has rightfully become one of the most important facets in the classroom and its application has risen in both quantity and quality. Mathematics as a subject finds constant usage of Digital tools in its pedagogy as well as its application. This study attempts to find the prevalence of Digital tool usage in the mathematics classrooms of the Undergraduate levels. Using a survey questionnaire, the investigators collected data regarding the various aspects of Digital tool integration in a mathematics classroom, reaching the conclusion that despite students perceiving the use and integration of digital technology in their mathematics classroom as net beneficial to themselves, there is not much scope for its development within the classrooms.
International Journal of Technology Enhanced Learning, 2019
An extensive literature base exists on the use of technology in mathematics and its effect on student learning; however, no comprehensive reviews have been published on how affective characteristics (specifically attitude) might factor into these results. This review presents a thorough descriptive examination of the literature on attitude and achievement of elementary and middle school students when using technology in mathematics. The literature was examined from 1983 to 2013 to synthesise (a) populations, (b) settings, (c) types of technology used, (d) operational definitions of attitude, (e) assessment of attitude and mathematical content domains, (f) research designs used, and (g) length of interventions. Twenty-five datasets, representing 25 published manuscripts, were included in the review. Implications of the findings are discussed.