Gender and Technology: A Case of Graphics Calculators in the Singaporean Mathematics Curriculum Context

Abstract

It is well known that there are gender differences in students’ mathematics performances (e.g., Trends in International Mathematics and Science Study). In terms of technology use in mathematics education, males have been found to exhibit higher confidence in using technology for learning than females. However, how much of students’ confidence and attitude towards technology are influenced by their teachers’ teaching approaches remains to be explored. This study takes a step in this direction by investigating Singaporean students’ most-preferred method of learning how to use the graphing calculator (GC). Based on a large-scale survey of 964 senior secondary students, it was found that there were some gender differences in the methods that male and female students most prefer when they learn how to use calculators. Further analyses based on students’ responses as to whether the different methods helped them learn how to solve mathematics problems using the GC revealed that there may be gendered responses towards students’ perceived instructional methods used by teachers. The chapter concludes with some questions raised about gender and technology in mathematics education in the light of inclusive practices.KeywordsGenderTechnologySecondary mathematicsAttitudesLearning styles