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A scale for monitoring students' attitudes to learning mathematics with technology

- Pierce, Robyn, Stacey, Kaye, Barkatsas, Anastasios

**Authors:**Pierce, Robyn , Stacey, Kaye , Barkatsas, Anastasios**Date:**2007**Type:**Text , Journal article**Relation:**Computers and Education Vol. 48, no. 2 (2007), p. 285-300**Full Text:****Reviewed:****Description:**The Mathematics and Technology Attitudes Scale (MTAS) is a simple scale for middle secondary years students that monitors five affective variables relevant to learning mathematics with technology. The subscales measure mathematics confidence, confidence with technology, attitude to learning mathematics with technology and two aspects of engagement in learning mathematics. The paper presents a model of how technology use can enhance mathematics achievement, a review of other instruments and a psychometric analysis of the MTAS. It also reports the responses of 350 students from 6 schools to demonstrate the power of the MTAS to provide useful insights for teachers and researchers. 'Attitude to learning mathematics with technology' had a wider range of scores than other variables studied. For boys, this attitude is correlated only with confidence in using technology, but for girls the only relationship found was a negative correlation with mathematics confidence. These differences need to be taken into account when planning instruction. © 2005 Elsevier Ltd. All rights reserved.**Description:**C1**Description:**2003004898

**Authors:**Pierce, Robyn , Stacey, Kaye , Barkatsas, Anastasios**Date:**2007**Type:**Text , Journal article**Relation:**Computers and Education Vol. 48, no. 2 (2007), p. 285-300**Full Text:****Reviewed:****Description:**The Mathematics and Technology Attitudes Scale (MTAS) is a simple scale for middle secondary years students that monitors five affective variables relevant to learning mathematics with technology. The subscales measure mathematics confidence, confidence with technology, attitude to learning mathematics with technology and two aspects of engagement in learning mathematics. The paper presents a model of how technology use can enhance mathematics achievement, a review of other instruments and a psychometric analysis of the MTAS. It also reports the responses of 350 students from 6 schools to demonstrate the power of the MTAS to provide useful insights for teachers and researchers. 'Attitude to learning mathematics with technology' had a wider range of scores than other variables studied. For boys, this attitude is correlated only with confidence in using technology, but for girls the only relationship found was a negative correlation with mathematics confidence. These differences need to be taken into account when planning instruction. © 2005 Elsevier Ltd. All rights reserved.**Description:**C1**Description:**2003004898

Teaching linear functions in context with graphics calculators : Students' responses and the impact of the approach on their use of algebraic symbols

- Bardini, Caroline, Pierce, Robyn, Stacey, Kaye

**Authors:**Bardini, Caroline , Pierce, Robyn , Stacey, Kaye**Date:**2004**Type:**Text , Journal article**Relation:**The International Journal of Science and Mathematics Education Vol. 2, no. 3 (2004), p. 353-376**Full Text:****Reviewed:****Description:**This study analyses some of the consequences of adopting a functional/modelling approach to the teaching of algebra. The teaching of one class of 17 students was observed over five weeks, with 15 students undertaking both pre- and post-tests and 6 students and the teacher being interviewed individually. Use of graphics calculators made the predominantly graphical approach feasible. Students made considerable progress in describing linear relationships algebraically. They commented favourably on several aspects of learning concepts through problems in real contexts and were able to set up equations to solve contextualised problems. Three features of the program exerted a triple influence on students use and understanding of algebraic symbols. Students concern to express features of the context was evident in some responses, as was the influence of particular contexts selected. Use of graphics calculators affected some students choice of letters. The functional approach was evident in the meanings ascribed to letters and rules. Students were very positively disposed to the calculators, and interesting differences were observed between the confidence with which they asked questions about the technology and the diffidence with which they asked mathematical questions.**Description:**2003000925

**Authors:**Bardini, Caroline , Pierce, Robyn , Stacey, Kaye**Date:**2004**Type:**Text , Journal article**Relation:**The International Journal of Science and Mathematics Education Vol. 2, no. 3 (2004), p. 353-376**Full Text:****Reviewed:****Description:**This study analyses some of the consequences of adopting a functional/modelling approach to the teaching of algebra. The teaching of one class of 17 students was observed over five weeks, with 15 students undertaking both pre- and post-tests and 6 students and the teacher being interviewed individually. Use of graphics calculators made the predominantly graphical approach feasible. Students made considerable progress in describing linear relationships algebraically. They commented favourably on several aspects of learning concepts through problems in real contexts and were able to set up equations to solve contextualised problems. Three features of the program exerted a triple influence on students use and understanding of algebraic symbols. Students concern to express features of the context was evident in some responses, as was the influence of particular contexts selected. Use of graphics calculators affected some students choice of letters. The functional approach was evident in the meanings ascribed to letters and rules. Students were very positively disposed to the calculators, and interesting differences were observed between the confidence with which they asked questions about the technology and the diffidence with which they asked mathematical questions.**Description:**2003000925

Monitoring progress in algebra in a CAS active context: Symbol sense, algebraic insight and algebraic expectation

**Authors:**Pierce, Robyn , Stacey, Kaye**Date:**2004**Type:**Text , Journal article**Relation:**The International Journal for Technology in Mathematics Education Vol. 11, no. 1 (2004), p. 1-11**Full Text:****Reviewed:****Description:**The purpose of this paper is to provide researchers with a shared framework, terminology and tool to improve the coherence of research into learning mathematics with CAS and to assist its findings to accumulate into a significant body of knowledge. Experience with calculators in arithmetic led to a framework for number sense. There is an obvious parallel for algebra, where the development of algebraic insight to monitor symbolic work will assume high importance. We present a framework for algebraic insight then explore one aspect, algebraic expectation, in detail. Just as estimation is a valued skill for monitoring arithmetic calculations, we suggest that expectation should be a focus in teaching algebra, especially when symbolic technology is available. Through typical examples, we demonstrate the value of the algebraic insight framework for monitoring students’ work with CAS.**Description:**C1**Description:**2003000924

**Authors:**Pierce, Robyn , Stacey, Kaye**Date:**2004**Type:**Text , Journal article**Relation:**The International Journal for Technology in Mathematics Education Vol. 11, no. 1 (2004), p. 1-11**Full Text:****Reviewed:****Description:**The purpose of this paper is to provide researchers with a shared framework, terminology and tool to improve the coherence of research into learning mathematics with CAS and to assist its findings to accumulate into a significant body of knowledge. Experience with calculators in arithmetic led to a framework for number sense. There is an obvious parallel for algebra, where the development of algebraic insight to monitor symbolic work will assume high importance. We present a framework for algebraic insight then explore one aspect, algebraic expectation, in detail. Just as estimation is a valued skill for monitoring arithmetic calculations, we suggest that expectation should be a focus in teaching algebra, especially when symbolic technology is available. Through typical examples, we demonstrate the value of the algebraic insight framework for monitoring students’ work with CAS.**Description:**C1**Description:**2003000924

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