Fostering positive attitude in probability learning using graphing calculator

Complexities of digital technology use and the teaching and learning of function

“…This detailed identification of affordances allowed subsequent analysis to determine the environmental factors that promoted, enabled, or hindered perception of these particular affordances. Tan, Harji and Lau (2011) note that whilst there is research evidence highlighting "positive and significant outcomes … [using handheld technologies] there appears to be limited studies of its use in teaching and learning mathematics" (p. 2011). The study reported here is…”

Prospective Primary School Teachers’ Attitudes towards Probability and its Teaching

“…Finally, it is important to consider teachers' beliefs and attitudes, since according to Veloo and Chairhany (2013), positive attitudes about learning mathematics and probability have a positive effect on developing understanding. In fact, positive attitudes are also a major contributor in the learning of probability ( (Leavy, Hannigan, & Fitzmaurice, 2013;Tan et al, 2011).…”

“…The few papers with attitudes towards probability involve small samples of students and do not consider teachers or attitudes towards teaching. One of them is the research by Tan et al (2011), who analysed possible changes in attitudes of 65 students in Malaysia as a consequence of teaching based on graphing calculators. The authors reported significant changes in self-concept in probability, and value of probability.…”

“…While various instruments to measure attitudes towards statistics are available, we only found one scale that measures attitude towards learning probability: the Probability Attitude Inventory (PAI), developed for use with undergraduate students (Tan et al, 2011). Moreover, this instrument is not specific of probability, as it was directly built from a scale of attitudes towards mathematics, with only changing the word "mathematics" by "probability" in all the items.…”

Effect of book reading method upon attitudes of students towards learning and reading habit

“…Whereas positive attitudes contribute upon learning performance, negative attitudes decrease success (Şen, 2013;Altunsoy et al, 2011Kara, 2009. The studies analyzing the factors in developing and changing the attitudes towards learning indicated that these attitudes differed according to socio-cultural background of participants, their various expectations, perceptions and experiences (Anghelache, 2014); their performance, success and education on relevant field (Abdalrahim et al, 2011); their participating in programs organized for improving and maintaining of developed attitudes (Coppens et al, 2014;Seewooruttun and Scior, 2014;Pansu, Lima, & Fointiat, 2014;O'Brien et al, 2014;Tan et al, 2011); and the process in the same learning grade as in attitudes towards reading (Altunsoy et al, 2011b). As in attitudes towards reading, the co-change between success and attitude in attitudes towards learning had a positive correlation rather than being a reason or result of each other.…”