10The Mathematics and Technology Attitudes Scale (MTAS) is a simple scale for middle secondary years 11 students that monitors five affective variables relevant to learning mathematics with technology. The sub-12 scales measure mathematics confidence, confidence with technology, attitude to learning mathematics with 13 technology and two aspects of engagement in learning mathematics. The paper presents a model of how 14 technology use can enhance mathematics achievement, a review of other instruments and a psychometric 15 analysis of the MTAS. It also reports the responses of 350 students from 6 schools to demonstrate the 16 power of the MTAS to provide useful insights for teachers and researchers. ÔAttitude to learning mathemat-17 ics with technologyÕ had a wider range of scores than other variables studied. For boys, this attitude is cor-18 related only with confidence in using technology, but for girls the only relationship found was a negative 19 correlation with mathematics confidence. These differences need to be taken into account when planning 20 instruction. 21
Technology is available and accessible in many mathematics classrooms. Adopting technology to support teaching and learning requires teachers to change their teaching practices. This paper reports the responses of a diverse cohort of 92 secondary mathematics teachers who chose to respond to an Australian state-wide survey (Mathematics with Technology Perceptions Survey) developed using a Theory of Planned Behaviour framework. The items discussed in this paper targeted mathematics teachers' perceptions of possible barriers and enablers to their intention to use technology in their teaching. The responses are varied but, overall, strength of agreement with enablers outweighed agreement with perceived barriers. However, it is clear that despite an overall positive attitude towards the use of technology for teaching mathematics, some perceived barriers to change are notable. It is, therefore, helpful if those responsible for professional development, promoting the use of technology, recognise and address these barriers as well as working to strengthening enablers.
This paper proposes a taxonomy of the pedagogical opportunities that are offered by mathematics analysis software such as computer algebra systems, graphics calculators, dynamic geometry or statistical packages. Mathematics analysis software is software for purposes such as calculating, drawing graphs and making accurate diagrams. However, its availability in classrooms also provides opportunities for positive changes to teaching and learning. Very many examples are documented in the professional and research literature, and in this paper we organize them into 10 types. These are displayed in the form of a 'pedagogical map', which further classifies them according to whether the opportunity arises from new opportunities for the mathematical tasks used, change to interpersonal aspects of the classroom or change to the point of view on mathematics as a subject. The map can be used in teacher professional development to draw attention to possibilities for lessons or as a catalyst for professional discussion. For research on teaching, it can be used to map current practice, or to track professional growth. The intention of the map is to summarise the potential benefits of teaching with technology in a form that may be useful for both teachers and researchers.
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