Student views of computer-based mathematics in the middle years: does gender make a difference?

Full text for this resource is not available from the Research Repository.

Vale, Colleen M and Leder, Gilah C (2004) Student views of computer-based mathematics in the middle years: does gender make a difference? Educational studies in mathematics, 56 (2/3). pp. 287-312. ISSN 1573-0816 Online 0013-1954 Print

Abstract

How the use of computers in mathematics classrooms was viewed by students in two middle years mathematics classrooms was the focus of the research described in this paper. The primary data sources consisted of questionnaires, classroom observations supported by videotaping of mathematics lessons, and interviews with two girls and two boys from each class. Thus both qualitative and quantitative methods were used. Girls viewed the computer-based lessons less favourably than did boys. In general, the boys were likely to believe that computers contributed to their experiencing pleasure in these lessons, and to making mathematics more relevant to them. Girls were typically more concerned about whether computers facilitated learning and enabled success in mathematics. The attitudes of students to computer-based mathematics were related to their views of computers.

Dimensions Badge

Altmetric Badge

Item type Article
URI https://vuir.vu.edu.au/id/eprint/1042
DOI https://doi.org/10.1023/B:EDUC.0000040411.94890.56
Official URL http://dx.doi.org/10.1023/B:EDUC.0000040411.94890....
Subjects Historical > RFCD Classification > 230000 Mathematical Sciences
Historical > RFCD Classification > 330000 Education
Historical > Faculty/School/Research Centre/Department > School of Education
Keywords affect, attitudes, computer-based mathematics, gender, junior secondary, middle years of schooling, technology
Citations in Scopus 44 - View on Scopus
Download/View statistics View download statistics for this item

Search Google Scholar

Repository staff login