MATHEMATICS: TRADITIONS AND [NEW] PRACTICES STUDENTS' ATTITUDES TOWARDS HANDHELD COMPUTER ALGEBRA SYSTEMS (CAS) IN MATHEMATICS: GENDER AND SCHOOL SETTING ISSUES (original) (raw)
Related papers
This paper reports on a recent research study that investigated Victorian year 10-11 mathematics students' attitudes and beliefs on the impact of handheld CAS calculators on students' mathematics achievement. Students were surveyed using the Mathematics and Technology Attitudes Scale, which was used to monitor five affective variables relevant to learning mathematics with CAS. Principal component analysis, t-tests, correlations, and MANOVA were used for the analysis of responses. Students' responses indicated that there is a positive correlation between their attitudes towards CAS and their prior knowledge and experience. The results also reflected the common finding that boys express greater confidence than girls in technology use in mathematics learning.
Students' Gender Attitudes Towards the Use of Calculators in Mathematics Instruction
International Group for the Psychology of Mathematics Education, 2004
The study analyzed gender attitudes of students in learning mathematics by using a calculator, in one of Botswana's Junior Secondary Schools. Students' attitudes were sought using a questionnaire and data was analyzed by both quantitative and qualitative methods. Attitude variables used were usefulness of calculators, enjoyment and anxiety in using calculators. The findings indicated that students of both sexes did not realize the benefits of using a calculator in mathematics learning. Generally, no gender differences were noted in the variables used. While most students were accessible to calculators, they were not accessible to calculator technology.
Student Views of Computer-Based Mathematics in the Middle Years: Does Gender Make a Difference?
Educational Studies in Mathematics, 2000
How the use of computers in mathematics classrooms was viewed by students in two middle years mathematics classrooms was the focus of the research described in this paper. The primary data sources consisted of questionnaires, classroom observations supported by videotaping of mathematics lessons, and interviews with two girls and two boys from each class. Thus both qualitative and quantitative methods were used. Girls viewed the computer-based lessons less favourably than did boys. In general, the boys were likely to believe that computers contributed to their experiencing pleasure in these lessons, and to making mathematics more relevant to them. Girls were typically more concerned about whether computers facilitated learning and enabled success in mathematics. The attitudes of students to computer-based mathematics were related to their views of computers.
Computer Algebra System Calculators: Gender Issues and Teachers' Expectations
Australian Senior Mathematics Journal, 2006
I n this paper we present findings from two studies focusing on computer algebra system (CAS) calculators. In Victoria, Australia, it is currently mandatory for students to use graphics calculators in some grade 12 mathematics examinations. Since 2001, a pilot study has been conducted involving Victorian Certificate of Education (VCE) students using CAS calculators instead of graphics calculators. From 2006-2008 the CAS calculator will be optional; from 2009 it is expected to replace the graphics calculator. The first study described here involves an exploration over a three-year time frame, 2002-2004, of male and female students' results in the grade 12 Mathematical Methods subject in which students used graphics calculators and small numbers of students in the pilot study, Mathematical Methods (CAS) subject, who used CAS calculators. The findings indicated a widening of the gender gap in performance favouring males. In the second study, teachers' views of the likely impact of the widespread use of CAS calculators were examined. Teachers were generally positive about the introduction of the CAS calculators and their impacts on teaching, student learning, and the curriculum. The implications of the findings of the two studies are discussed. Context and background of the research The studies described in this paper were based in Victoria, Australia. In Victoria, guidelines for the use of technology in the mathematics curriculum are provided by the Victorian Curriculum and Assessment Authority (VCAA). The curriculum document for the 11 compulsory years of schooling (P-grade 10) is the Curriculum and Standards Framework II [CSFII] (Victorian Board of Studies [VBOS], 2000). The sensible use of technologies including scientific, graphics and CAS calculators is advocated. for "concept development, as well as in technology-assisted approaches to problem solving, modelling and investigative activities" (VBOS, 2000, p. 8). The Victorian Certificate of Education [VCE] covers grades 11 and 12. One of the outcomes stipulated for VCE Mathematics is "the effective and appropriate use of technology to 18
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.
2014
A computer algebra system (CAS) automates symbolic work in mathematics, perturbing traditional penand-paper practices. This study investigated teacher beliefs, from three experienced Year 12 mathematics teachers, about relative roles of pen-and-paper and CAS in Year 12 mathematics. It also investigated students’ use of CAS in Year 12 mathematics examinations and features of students’ examination solutions. The context for the study was the first implementation of Year 12 Mathematical Methods (CAS) in Victoria, Australia; the first Year 12 subject in Australia where students were expected to have CAS in high-stakes external examinations. The study students were the only students enrolled in this pilot study. Teachers and students were pioneers in using CAS in Year 12 mathematics. The three teachers and the students needed to come to personal decisions about use of CAS and pen-andpaper for teaching, learning and doing mathematics. Teachers needed to make decisions about how to help st...
Attitudes to Technology in Mathematics Learning Questionnaire
PsycTESTS Dataset, 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.
The importance of Mathematics has been a large UK Government focus for some time now, with an ever increasing demand to raise results; not only for the UK to compete in the Global Common Market and be internationally competitive, but also for the benefits of students’ life skills and competence within a work environment. However negative attitudes have been found within students towards Mathematics, which in turn can cause disengagement and poor performance (Nardi & Steward, 2003). Mobile Technology – such as mobile phones or tablets – is a methodology being utilised by teachers within sessions to support connections between Mathematic concepts and real world problems, as well as increase positive attitudes towards Mathematics (Sawaya & Putnam, 2015). This study examined whether the use of mobile technologies had an impact on attitudes towards mathematics, as well as students’ perceptions towards the mobile technology. This study aimed to achieve this through an extensive research on current literature and the implementation of practical research. A mixed-methods design was implemented examining the Micro, Meso and Macro allowing different levels of analysis. Participants were students from a UK Vocational College, enrolled on a study programme including either Functional Skills Mathematics of GCSE Mathematics, of a variety of ages yet mainly 16-19years (N= 84). Students initial attitudes to Mathematics were recorded, then students participated within four (GCSE) or three (FS) sessions using mobile technology. This research supported literature about initial attitudes towards Mathematics not being positive, however this study found that attitudes were not as negative as expected. Students’ evaluation of the sessions using the mobile technology were in general positive, as well as in the majority increased over sessions (apart from GCSE session 4). With student choosing the positive adjectives of; ‘Fun’, ‘Useful’ and ‘New’ to describe the use of the mobile-tablets within the sessions. Themes from the student Focus groups found that satisfaction towards certain activities and using the mobile device were high as well as finding it useful to understand different mathematical concepts, however not all students found the device easy to use with some stating a pen and paper was easier to draw diagrams. This research produced a key finding that was not supported by the majority of previous literature as a change in attitude was found through paired-sample t-tests in the factors of Value, Enjoyment and Attitude to Learning Mathematics with Mobile Technology. Course difference in initial and post-test attitudes were also present, with more positive attitudes from those on a Functional Skills Mathematics course than those on a GCSE course. The main conclusions drawn from this study were students’ have a positive perception towards using mobile-technology within their mathematics sessions, with signs of improvement in attitude after the use of mobile-technology within sessions. Some differences were found between FS and GCSE students. Further research is required to examine this difference, as the study was a small time frame with results differing from previous literature.
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.