A Scale for Monitoring Students' Attitudes to Learning Mathematics with Technology

Autor/inn/en	Pierce, Robyn; Stacey, Kaye; Barkatsas, Anastasios
Titel	A Scale for Monitoring Students' Attitudes to Learning Mathematics with Technology
Quelle	In: Computers and Education, 48 (2007) 2, S.285-300 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2005.01.006
Schlagwörter	Student Attitudes; Educational Technology; Secondary School Students; Mathematics Achievement; Psychometrics; Correlation; Gender Differences; Measures (Individuals); Technology Integration; Mathematics Education; Self Esteem; Evaluation Methods; Instructional Development + Suchen Sie Ihr Suchwort? Schülerverhalten; Unterrichtsmedien; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Psychometry; Psychometrie; Korrelation; Geschlechterkonflikt; Messdaten; Mathematische Bildung; Self-esteem; Selbstaufmerksamkeit; Teaching improvement; Unterrichtsentwicklung
Abstract	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. "Attitude to learning mathematics with technology" 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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10