DISENTANGLING THE NEXUS: ATTITUDES TO MATHEMATICS AND TECHNOLOGY IN A COMPUTER LEARNING ENVIRONMENT

Abstract

Understanding how the advent of computers and other technology impacts the mathematics learning environment requires first gaining insight into students' attitudes and beliefs. Despite the dearth of rigorous assessments, we survey the literature on the effects of technology on mathematics education. We detail the findings of a comprehensive pilot research and talk about the connection between emotional characteristics and performance after developing suitable attitude measurements. The research finds crucial qualities where mathematics and computers interact by disentangling effects related to both fields. We present the results of administering six Galbraith-Haines scales to 156 students, talk about what it means for students' self-esteem, driving forces, involvement, and engagement with the technology in the classroom, and show that the computing and mathematics attitude scales measure unique aspects of students' behavior in this area.