Effects of attitudes and behaviours on learning mathematics with computer tools

Reed, Helen C.; Drijvers, Paul; Kirschner, Paul A.

doi:10.1016/j.compedu.2009.11.012

Cited by 70 publications

(38 citation statements)

References 37 publications

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“…Male students tend to have higher perceptions about the value of technology in comparison to female students (Barkatsas et al 2009;Reed et al 2010) and this was also the case at the start of this study. Boys initially had higher perceptions about the usefulness of mobile technology (VMT).…”

Section: Gender Differences In Perceptions and Performancementioning

confidence: 66%

Using mobile technologies for mathematics: effects on student attitudes and achievement

Fabian

Topping

Barron

2018

Education Tech Research Dev

100

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The ubiquity of mobile devices together with its potential to bridge classroom learning to real-world has added a new angle to contextualising mathematics learning. This study investigated the effects of using mobile technologies to students' attitudes and achievement. A quasi-experimental mixed method design was adopted. Participants were 52 Primary 6 and 7 students. The experimental group participated in a weekly mobilesupported, collaborative learning activities spanning over three months. A no treatment control group was adopted. The experimental group have positive perception of the activities evidenced by student interviews and end activity evaluations. Students' attitude to mathematics, as assessed by a mathematics attitude inventory, found no significant change for both groups except for the significant decline in enjoyment for the control group. A t test of the gain score between group showed a significant difference, t(43) = 4.57, p = 0.005, ES = 0.89 which indicates that the experimental group had higher gains than the control group. These results indicate that the use of mobile technologies elicit positive responses from students both in terms of how they perceive the mobile activities and how it improved their performance but its' effect on students attitudes towards mathematics will need to be further investigated. Some implications of the findings are discussed.

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Section: Gender Differences In Perceptions and Performancementioning

confidence: 66%

Using mobile technologies for mathematics: effects on student attitudes and achievement

Fabian

Topping

Barron

2018

Education Tech Research Dev

100

View full text Add to dashboard Cite

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“…The questionnaire consisted of 40 items on a five-point rating scale, with the range of answers from 'strongly agree' to 'strongly disagree'. Items were derived from previous research in this area and addressed the influence of technology on students' learning and attitudes, on the lesson organisation, and on the role of the teacher (Drijvers et al, 2007;Reed et al, 2010). Teachers' self-reported views and their observed orchestrations were then integrated to produce a profile for each of the three teachers, which was validated through a semi-structured post-intervention interview with the teacher concerned.…”

Section: Methodsmentioning

confidence: 99%

“…Besides teacher orchestration, other foci of this research project are students' learning (Doorman, Boon, Drijvers, Van Gisbergen, Gravemeijer & Reed, 2009) and the relationships between learning outcomes and student attitudes and behaviours (Reed, Drijvers & Kirschner, 2010).…”

Section: Research Contextmentioning

confidence: 99%

The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom

et al. 2010

Self Cite

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The availability of technology in the mathematics classroom challenges the way teachers orchestrate student learning. Using the theory of instrumental orchestration as the main interpretative framework, this study investigates which types of orchestrations teachers develop when using technology and to what extent these are related to teachers' views on mathematics education and the role of technology therein. Data consisted of videotapes of 38 lessons taught by three teachers, who also provided information on their views through questionnaires and interviews. Qualitative analysis of these data led to the identification of orchestration types and teacher profiles. The orchestration preferences of the three teachers proved to be related to their views. A detailed analysis of one exemplary episode suggests how other theoretical perspectives might complement the theory of instrumental orchestration.

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“…Attitude is defined as individuals' inclination and disposition toward a person, place, idea, or any other concept by Reed, Drijvers, and Kirschner (2010); but the reviewed literature indicates that there are many ways to define and investigate attitude as a concept (Bain, 1928). In the 1930s, when the first studies were conducted on attitude, researchers examined attitude as a single dimension regarding feelings or beliefs (Breckler & Wiggins, 1989); while over time attitude has been defined as a multidimensional construct with three interwoven components: "cognitive: expressions of beliefs about an object, affective: expression of feelings towards an object, and conative: expressions of behavioral intention" (Ruffell, Mason, & Allen, 1998, p. 2).…”

Section: Defining Attitudementioning

confidence: 99%

An Exploration of Student Attitudes towards Online Communication and Collaboration in Mathematics and Technology

Avcı¹,

Keene²,

McClaren³

et al. 2015

IOJES

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The idea of using online tools in face-to-face mathematics instruction aims to enhance student attitudes by providing more challenging problem-solving and knowledge-building platforms with more time and space flexibility. This study, which is a part of a large comprehensive study, was completed with four high school classes of two teachers. The data was collected through student and teacher interviews, teacher reflections, and the Mathematics and Technology Attitude Survey (Pierce, Stacey, and Barkatsas, 2007). Each teacher had two classes. One of each teacher's classes was assigned as the Online-Tools class that was introduced and had access to online communication and collaboration tools; and the other class was assigned as the No-Tools class that was not introduced any online technologies. Statistical analysis of the attitude survey revealed significant differences between Online-Tools and No-Tools classes for the affective engagement subscale on 95% confidence level. For the other subscales there were some variations on the minimum, maximum, mean values and the standard deviations from pre-and post-survey; even if the difference between the overall mean values for the Online-Tools and No-Tool classes was not statistically significant. Based on the student interviews, the majority of the students had positive attitudes towards the online tools, Voice Thread and the Google Documents, and using them in their mathematics class; and they had increased appreciation to mathematics as a field.

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Effects of attitudes and behaviours on learning mathematics with computer tools

Cited by 70 publications

References 37 publications

Using mobile technologies for mathematics: effects on student attitudes and achievement

Using mobile technologies for mathematics: effects on student attitudes and achievement

The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom

An Exploration of Student Attitudes towards Online Communication and Collaboration in Mathematics and Technology

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