Middle school students’ attitudes towards the use of technology in mathematics lessons: does gender make a difference?

Date

2019-01-01

Author

Aytekin, Emine
Işıksal Bostan, Mine

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

231
views

0
downloads

The first aim of the study was to develop a valid and reliable scale to measure attitudes of middle-school students towards the use of technology in mathematics lessons and then, to examine elementary students’ attitudes towards the use of technology in mathematics lesson. The study further aimed to investigate gender differences in attitudes towards the use of technology in mathematics lessons. Data were collected from 571 middle-school students aged 10–14. Participating students were from five private and one public school in Ankara, Turkey and the schools were using various technological tools in mathematics lessons. As data collection instrument, Technology Use in Mathematics Lessons Attitude (TMLA) Scale was administered. Exploratory and confirmatory factor analysis results demonstrated that TMLA Scale was a valid and reliable tool to measure students’ attitudes towards the use of technology in mathematics lessons. In addition, descriptive analysis results revealed that middle-grade students had moderately high attitudes towards the use of technology. Moreover, independent sample t-test results indicated that female students possessed significantly higher attitudes towards the technology use in mathematics lessons when compared with male counterparts.

Subject Keywords

Applied Mathematics, Education, Mathematics (miscellaneous)

URI

https://hdl.handle.net/11511/57575

Journal

International Journal of Mathematical Education in Science and Technology

DOI

https://doi.org/10.1080/0020739x.2018.1535097

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Pre-service secondary mathematics teachers' anticipation and identification of students' thinking in the context of modelling problems* Kabar, Makbule Gozde Didis; Erbaş, Ayhan Kürşat (Informa UK Limited, 2019-09-26) This study investigated pre-service secondary mathematics teachers' (PSMTs') anticipation and identification of students' thinking as they engaged in examining and analyzing student work on four modelling problems. The study comprised four two-week-long cycles. The data were collected through individual reflection papers and written group reports on students' ways of thinking from 25 PSMTs enrolled in a semester-long (15-week) elective course. Data analysis focused on the PSMTs' anticipation and identificat...
Pre-service elementary mathematics teachers’ views about using graphing calculators in elementary school algebra: the case of using Classpad Kaplan, Merve; Çetinkaya, Bülent; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2011) Mathematics education could and should benefit from technology in order to improve teaching and learning, particularly in topics where visualizations and connections to other concepts are needed. Handheld technologies such as graphing calculators can provide students with visualization, confirmation and exploration of problems and concepts they are learning. Handheld graphing technologies have been taken place widely in elementary and secondary level mathematics courses and considered to be beneficial in va...
Fostering prospective mathematics teachers' proportional reasoning through a practice-based instruction Piskin Tunc, Mutlu; Çakıroğlu, Erdinç (Informa UK Limited, 2020-11-01) The purpose of this study was to investigate prospective middle school mathematics teachers' proportional reasoning before and after receiving a practice-based instruction based on proportional reasoning. The Proportional Reasoning Test, semi-structured interviews and observations of student teachings were used to collect data about the participants' proportional reasoning. The results indicated that prospective teachers improved their proportional reasoning by completing a practice-based instruction. Befor...
Middle school mathematics teachers’ perceptions of inclusion and their use of teaching strategies in basic arithmetical operations and problems Gülden, Berna; Akyüz, Didem; Department of Elementary Science and Mathematics Education (2019) The aim of this study is to examine the perceptions of middle school mathematics teachers about inclusion and their teaching strategies in basic arithmetical operations and problems. In addition, the other purpose is to investigate opinions of middle school mathematics teachers about touch point, concrete-representational-abstract (CRA) and virtual-representational-abstract (VRA) strategies. The study was carried out in the 2018-2019 academic year in a middle school in Küçükçekmece, Istanbul with six mathem...
Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes Hatisaru, Vesife; Erbaş, Ayhan Kürşat (Springer Science and Business Media LLC, 2017-04-01) The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers and students, follow-up interviews with teachers, and classroom observations. Findings indicated that teachers' MKT and students' learning outcomes were related to...

Citation Formats

E. Aytekin and M. Işıksal Bostan, “Middle school students’ attitudes towards the use of technology in mathematics lessons: does gender make a difference?,” International Journal of Mathematical Education in Science and Technology, pp. 0–0, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/57575.