Secondary Students’ Attitudes Toward Learning Mathematics with Computer Algebra Systems (CAS)

Abstract

This chapter reports the responses of 1088 students in Victoria, Australia. The Mathematics and Technology Attitudes Scale (MTAS) for secondary students was used to monitor five variables relevant to learning mathematics with technology: attitudes to learning mathematics with CAS, mathematics confidence, confidence with technology, and behavioural and affective engagement in mathematics learning. Principal Components Analysis, ANOVA with post hoc comparisons, and Structural Equation Modelling (SEM) techniques were used for the analysis of students’ responses. The findings revealed that there is a complex nexus of relationships between secondary mathematics students’ mathematics confidence, technology confidence, attitude to learning mathematics with CAS, affective engagement and behavioural engagement, achievement, CAS experience, gender, year level, and learning setting. Statistically significant differences were found between a number of the variables and overall students demonstrated higher levels of technology confidence compared to their attitudes to learning mathematics with CAS.