TY - JOUR

T1 - Effects of attitudes and behaviours on learning mathematics with computer tools

AU - Kirschner, Paul A.

AU - Reed, Helen

AU - Drijvers, Paul

N1 - DS_Description: Reed, H., Drijvers, P., & Kirschner, P. A. (2010). Effects of attitudes and behaviours on learning mathematics with computer tools. Computers & Education, 55(1), 1-15.
Print Issn:0360-1315

PY - 2010/8

Y1 - 2010/8

N2 - This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes
of learning mathematics with computer tools. A computer tool was used to help students develop the
mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a
3.4 point difference in test scores between individuals on a 10-point scale. General attitude towards
mathematics positively predicted test scores. However, more able students who were well-disposed
towards mathematical computer tools achieved lower scores. Self-reported behaviours were unrelated
to test scores. Detailed observation of a small number of students (N = 8) revealed that positive attitudes
towards mathematics and mathematical computer tools augmented exhibited learning behaviours, and
that both a positive attitude to mathematical computer tools and exhibited learning behaviours benefited
tool mastery. Although tool mastery and test scores are intimately related, reflective processes appear to
mediate this relationship. Promoting learning with mathematical computer tools needs to take several
factors into account, including improving student attitudes, raising levels of learning behaviours, and giving
sufficient opportunity for constructing new mathematical knowledge within meaningful mathematical
discourse.

AB - This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes
of learning mathematics with computer tools. A computer tool was used to help students develop the
mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a
3.4 point difference in test scores between individuals on a 10-point scale. General attitude towards
mathematics positively predicted test scores. However, more able students who were well-disposed
towards mathematical computer tools achieved lower scores. Self-reported behaviours were unrelated
to test scores. Detailed observation of a small number of students (N = 8) revealed that positive attitudes
towards mathematics and mathematical computer tools augmented exhibited learning behaviours, and
that both a positive attitude to mathematical computer tools and exhibited learning behaviours benefited
tool mastery. Although tool mastery and test scores are intimately related, reflective processes appear to
mediate this relationship. Promoting learning with mathematical computer tools needs to take several
factors into account, including improving student attitudes, raising levels of learning behaviours, and giving
sufficient opportunity for constructing new mathematical knowledge within meaningful mathematical
discourse.

KW - Applications in subject areas

KW - Improving classroom teaching

KW - Interactive learning environments

KW - Pedagogical issues

KW - Secondary education

U2 - 10.1016/j.compedu.2009.11.012

DO - 10.1016/j.compedu.2009.11.012

M3 - Article

VL - 55

SP - 1

EP - 15

JO - Computers & Education

JF - Computers & Education

SN - 0360-1315

IS - 1

ER -