Effects of Attitudes and Behaviours on Learning Mathematics with Computer Tools

Autor/inn/en	Reed, Helen C.; Drijvers, Paul; Kirschner, Paul A.
Titel	Effects of Attitudes and Behaviours on Learning Mathematics with Computer Tools
Quelle	In: Computers & Education, 55 (2010) 1, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.11.012
Schlagwörter	Mathematics Education; Student Attitudes; Mathematics Achievement; Mathematical Concepts; Scores; Mathematics Tests; Reflection; Learning Processes; Learning Strategies; Secondary School Students; Mathematics Instruction; Student Behavior; Predictor Variables; Student Surveys; Instructional Effectiveness; Correlation; Educational Technology; Computer Assisted Instruction; Electronic Learning + Suchen Sie Ihr Suchwort? Mathematische Bildung; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sekundarschüler; Mathematics lessons; Mathematikunterricht; Student behaviour; Prädiktor; Schülerbefragung; Unterrichtserfolg; Korrelation; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht
Abstract	This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a 3.4 point difference in test scores between individuals on a 10-point scale. General attitude towards mathematics positively predicted test scores. However, more able students who were well-disposed towards mathematical computer tools achieved lower scores. Self-reported behaviours were unrelated to test scores. Detailed observation of a small number of students (N = 8) revealed that positive attitudes towards mathematics and mathematical computer tools augmented exhibited learning behaviours, and that both a positive attitude to mathematical computer tools and exhibited learning behaviours benefited tool mastery. Although tool mastery and test scores are intimately related, reflective processes appear to mediate this relationship. Promoting learning with mathematical computer tools needs to take several factors into account, including improving student attitudes, raising levels of learning behaviours, and giving sufficient opportunity for constructing new mathematical knowledge within meaningful mathematical discourse. (Contains 11 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10