Abstract
Twenty-five final-year undergraduate students of primary education who were attending a six month course on mathematics education participated in a research project during the 2009 spring semester. A repeated measures experimental design was used. Quantitative data on students' computer attitudes, self-efficacy in ICT, attitudes toward educational software, and self-efficacy in maths were collected. Data analysis showed a statistically non-significant improvement on participants' computer attitudes and self-efficacy in ICT and educational software, but a significant improvement of self-efficacy in mathematics. In addition, it seemed that the crucial factors for the integration of educational software and scenarios into the teaching of mathematics are positive attitudes towards ICT – educational software and self-efficacy in technological tools and mathematics.
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