Effects of attitudes and behaviours on learning mathematics with computer tools

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.

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

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

“…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.…”

“…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).…”

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

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