Mathematics, Technology and Learning: How to Align These Variables in Order to Explain Anxiety Towards Mathematics and Attitude Towards the Use of Technology for Learning Mathematics

Abstract

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.

Use of Tangible Materials and Computer in Mathematics Teaching: Opinions of School Principals

“…As stated in studies conducted by Akinci et al (2012), Dursun et al (2013), and Ibarra, Santillán, Salazar, and Leyva (2017), past experiences and studies conducted so far show that technology cannot be used successfully in schools without the support of school principals. Therefore, the idea of determining the attitudes of school principals formed the basis of this study.…”

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“…This shape the attitude of the students towards the use of ICT in mathematics classrooms [7,50]. Besides, behavioural and affective commitment to mathematics, confidence in mathematics and technology are also strongly influence students' attitude towards technology in mathematics classroom that can determine students' performance in mathematics [44].…”

Inovasi Software Matematika Limit Dan Integral Bagi Calon Guru

“…Pada era digital dan globalisasi, penguasaan ilmu pengetahuan dan teknologi berdampak pada dunia pendidikan terutama pembelajaran, sehingga perlu mahasiswa sebagi calon guru melakukan inovasi pembelajaran terutama pembelajaran matematika. Pemanfaatan teknologi dalam pembelajaran secara lebih efektif, dan memberikan pengaruh pada materi yang disajikan, serta meningktakan kualitas pembelajaran matematika (Atteh et al, 2020;Cahyono & Ludwig, 2019;Navarro-Ibarra et al, 2017).…”