Abstract
The study takes the scale of Galbraith and Hines (1998, 2000) and arguments exposed by Galbraith, Hines and Pemberton (1999), Cretchley, Harman, Ellerton and Fogarty (2000), McDougall and Karadag (2009), Gómez-Chacón and Haines, (2008), Goldenberg (2003), Moursund (2003), about Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer and Mathematics interaction and Mathematics engagement. In the same way the arguments of García and Edel (2008), García-Santillán and Escalera (2011), García-Santillán, Escalera and Edel (2011) about variables associated with the use of ICT as a didactic strategy in teaching-learning process in order to establish a relationship between students perception with the teaching-learning process and technology. Therefore this paper examines the relationships between students attitudes towards mathematics and technology in a study carried out in the Universidad Autónoma of San Luis Potosí Unidad Zona Media. 214 questionnaires were applied to undergraduate students in Accounting, Management and Marketing. The statistical procedure was the factorial analysis with extracted principal component. The Statistics Hypothesis: Ho: ρ = 0 have no corelation Ha: ρ ≠0 have correlation. Statistic test to prove: Χ2, Esphericyty test of Bartlett, KMO (Kaiser-Meyer_Olkin) Significancy level: α =0.05; p< 0.01, p<0.05 Decition rule is: Reject Ho if c2 calculated > c2 tablas. The results obtained of sphericyty test of Bartlett KMO (.703), Chi square X2 92.928 > c2 tables, Sig. 0.00 < p 0.01, MSA (CONFIMA .731; MOTIMA .691; COMPIMA .741; CONFICO .686 and INTEMAC .694) provide evidence to reject Ho. Thus, the variables implicated Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer-Mathematics interaction and Mathematics engagement, help to understand the student’s attitude toward mathematics and technology. Keywords: Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer and Mathematics interaction, Mathematics engagement.
Highlights
In the words of Galbraith et al, “When students, computer and mathematics meet: does it make the difference? The seminal paper of Galbraith and Hines (1998) “Disentangling the nexus: attitudes to mathematics and technology in a computer learning environment” refers to gaining insight into students‟ attitudes and beliefs as a most important and crucial step in understanding how the learning environment for mathematics is affected by the introduction of computers and other types of technology
Some questions could guide this research: What is the students’ attitude toward the use of computers in the teaching of mathematics? What is the students’ attitude toward mathematics confidence, motivation and engagement? How is this interaction between computer and mathematics achieved in the teaching process? In order to answer these questions, the objective of this study was to measure, how mathematics confidence, mathematics motivation, computer confidence, computer motivation, computer-mathematics interaction and mathematics engagement help to understand the students‟ attitude toward mathematics and technology
All the above is simplified in a single question: RQ1: What is the underlying latent variable structure that would allow the student to understand the perception about mathematics and computers?
Summary
The seminal paper of Galbraith and Hines (1998) “Disentangling the nexus: attitudes to mathematics and technology in a computer learning environment” refers to gaining insight into students‟ attitudes and beliefs as a most important and crucial step in understanding how the learning environment for mathematics is affected by the introduction of computers and other types of technology. In this sense, they report on the administering of six Galbraith–Haines scales to 156 students upon entry to courses in engineering and actuarial science. Theoretical approach to mathematics confidence, computer confidence, engagement, motivation and interaction between mathematics, computer and students
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