Computers & Education Volume 52, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd
The aim of this study was to investigate the complex relationship between students’ mathematics confidence, confidence with technology, attitude to learning mathematics with technology, affective engagement and behavioural engagement, achievement, gender and year level. The participants were secondary students from state co-educational schools in Metropolitan Athens, Greece. Gender differences as well as differences between year levels and the resulting clusters of students were investigated by using a MANOVA. It was found that boys expressed more positive views towards mathematics and more positive views towards the use of technology in mathematics, compared to girls. It was also found that high achievement in mathematics was associated with high levels of mathematics confidence, strongly positive levels of affective engagement and behavioural engagement, high confidence in using technology and a strongly positive attitude to learning mathematics with technology. Low levels of mathematics achievement was associated with low levels of mathematics confidence, strongly negative levels of affective engagement and behavioural engagement, low confidence in using technology, and a negative attitude to learning mathematics with technology.
Barkatsas, A., Kasimatis, K. & Gialamas, V. (2009). Learning secondary mathematics with technology: Exploring the complex interrelationship between students’ attitudes, engagement, gender and achievement. Computers & Education, 52(3), 562-570. Elsevier Ltd.
Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis
David W. Putwain, School of Education, United Kingdom; Laura J. Nicholson, Faculty of Education, United Kingdom; Reinhard Pekrun & Sandra Becker, Department of Psychology, Germany; Wendy Symes, Department of Education and Social Justice, United Kingdom
Learning and Instruction Vol. 60, No. 1 (April 2019) pp. 117–125
Digital Math Games: Importance of Strategy and Perseverance on Elementary Children’s Learning Opportunities
Kristy Litster, Patricia Moyer-Packenham, Jill Ashby, Allison Roxburgh & Joseph Kozlowski, Utah State University, Mathematics Education and Leadership, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2157–2162
Beth Bos & Kathryn Lee, Texas State University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2218–2227
In what way can technology enhance student learning? : A preliminary study of Technology Supported learning in Mathematics
Beomkyu Choi, Jaeyeob Jung & Youngkyun Baek, GameStudio at Boise State University, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3–9
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