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Secondary Students’ Attitudes Toward Learning Mathematics with Computer Algebra Systems (CAS)

A Structural Equation Model

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Global Learning in the 21st Century

Part of the book series: Global Education in the 21st Century Series ((GECS))

Abstract

This chapter reports the responses of 1088 students in Victoria, Australia. The Mathematics and Technology Attitudes Scale (MTAS) for secondary students was used to monitor five variables relevant to learning mathematics with technology: attitudes to learning mathematics with CAS, mathematics confidence, confidence with technology, and behavioural and affective engagement in mathematics learning. Principal Components Analysis, ANOVA with post hoc comparisons, and Structural Equation Modelling (SEM) techniques were used for the analysis of students’ responses. The findings revealed that there is a complex nexus of relationships between secondary mathematics students’ mathematics confidence, technology confidence, attitude to learning mathematics with CAS, affective engagement and behavioural engagement, achievement, CAS experience, gender, year level, and learning setting. Statistically significant differences were found between a number of the variables and overall students demonstrated higher levels of technology confidence compared to their attitudes to learning mathematics with CAS.

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Authors
  1. Tasos Barkatsas
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  2. Vasilis Gialamas
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  3. Claudia Orellana
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Editor information

Editors and Affiliations

  1. School of Education, RMIT University, Melbourne, Australia

    Tasos Barkatsas

  2. School of Education, RMIT University, Melbourne, Australia

    Adam Bertram

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Barkatsas, T., Gialamas, V., Orellana, C. (2016). Secondary Students’ Attitudes Toward Learning Mathematics with Computer Algebra Systems (CAS). In: Barkatsas, T., Bertram, A. (eds) Global Learning in the 21st Century. Global Education in the 21st Century Series. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-761-0_8

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  • DOI: https://doi.org/10.1007/978-94-6300-761-0_8

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-761-0

  • eBook Packages: EducationEducation (R0)

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