Middle School Students' Attitudes towards the Use of Technology in Mathematics Lessons: Does Gender Make a Difference?

Autor/inn/en	Aytekin, Emine; Isiksal-Bostan, Mine
Titel	Middle School Students' Attitudes towards the Use of Technology in Mathematics Lessons: Does Gender Make a Difference?
Quelle	In: International Journal of Mathematical Education in Science and Technology, 50 (2019) 5, S.707-727 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2018.1535097
Schlagwörter	Middle School Students; Student Attitudes; Mathematics Instruction; Middle School Mathematics; Technology Uses in Education; Gender Differences; Attitude Measures; Early Adolescents; Foreign Countries; Middle Schools; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Geschlechterkonflikt; Ausland
Abstract	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. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01