Gender-related differences in the use of technology in mathematics classrooms

Abstract

PurposeThe use of technology in education is still seen as a symbol of modernity in Indonesia. Without adequate technological infrastructural support from institutions, teachers develop ways to incorporate technology into their classrooms. The purpose of this paper is to investigate the affective domain in learning mathematics with technology across genders and across two student groups, where in one group the students shared learning devices, while the other group of students used individual devices.Design/methodology/approachThe study adopts both quantitative and qualitative methods and is based on data collected from five secondary schools in Indonesia.FindingsThe findings reveal attitudinal differences are associated with technology usage in mathematics classrooms. Quantitative measurements across four attitudinal subscales—mathematics motivation, attitudes to the use of technology in mathematics, technological confidence and mathematics confidence—indicate that affordances in technologies influence boys and girls attitudes; while qualitative data share further insights on gender perspectives related to attitudinal differences.Research limitations/implicationsAppropriate pedagogical approaches with equitable access to technologies are important for engaging students in learning mathematics with technology.Social implicationsThis empirical study reveals aspects related to student participation with technologies in classrooms, which has important implications for student development.Originality/valueThe study contributes to literature on mathematics education related to the use of learning technologies in secondary schools of a developing country.