Middle school students' attitudes towards the use of technology in mathematics lessons: does gender make a difference?

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dc.contributor.authorAytekin, Emine
dc.contributor.authorBostan, Mine Işıksal
dc.date.accessioned2020-04-30T23:19:14Z
dc.date.available2020-04-30T23:19:14Z
dc.date.issued2019
dc.departmentDÜ, Fen-Edebiyat Fakültesi, Matematik Bölümüen_US
dc.descriptionWOS: 000476896800004en_US
dc.description.abstractThe first aim of the study was to develop a valid and reliable scale to measure attitudes of middle-school students towards the use of technology in mathematics lessons and then, to examine elementary students' attitudes towards the use of technology in mathematics lesson. The study further aimed to investigate gender differences in attitudes towards the use of technology in mathematics lessons. Data were collected from 571 middle-school students aged 10-14. Participating students were from five private and one public school in Ankara, Turkey and the schools were using various technological tools in mathematics lessons. As data collection instrument, Technology Use in Mathematics Lessons Attitude (TMLA) Scale was administered. Exploratory and confirmatory factor analysis results demonstrated that TMLA Scale was a valid and reliable tool to measure students' attitudes towards the use of technology in mathematics lessons. In addition, descriptive analysis results revealed that middle-grade students had moderately high attitudes towards the use of technology. Moreover, independent sample t-test results indicated that female students possessed significantly higher attitudes towards the technology use in mathematics lessons when compared with male counterparts.en_US
dc.description.sponsorshipScientific Research Coordination Unit of Middle East Technical University [BAP-07-03-2014-003]en_US
dc.description.sponsorshipThis study was supported by Scientific Research Coordination Unit of Middle East Technical University under the project number BAP-07-03-2014-003.en_US
dc.identifier.doi10.1080/0020739X.2018.1535097en_US
dc.identifier.endpage727en_US
dc.identifier.issn0020-739X
dc.identifier.issn1464-5211
dc.identifier.issue5en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage707en_US
dc.identifier.urihttps://doi.org/10.1080/0020739X.2018.1535097
dc.identifier.urihttps://hdl.handle.net/20.500.12684/3692
dc.identifier.volume50en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherTaylor & Francis Ltden_US
dc.relation.ispartofInternational Journal Of Mathematical Education In Science And Technologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAttitudesen_US
dc.subjectelementary math educationen_US
dc.subjecttechnology in educationen_US
dc.subjectgender studiesen_US
dc.titleMiddle school students' attitudes towards the use of technology in mathematics lessons: does gender make a difference?en_US
dc.typeArticleen_US

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