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Student views of computer based-mathematics in the middle years : does gender make a difference?

Vale, Colleen M. and Leder, Gilah C. 2004, Student views of computer based-mathematics in the middle years : does gender make a difference?, Educational studies in mathematics, vol. 56, no. 2-3, pp. 287-312, doi: 10.1023/B:EDUC.0000040411.94890.56.

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Title Student views of computer based-mathematics in the middle years : does gender make a difference?
Author(s) Vale, Colleen M.ORCID iD for Vale, Colleen M. orcid.org/0000-0002-9070-7071
Leder, Gilah C.
Journal name Educational studies in mathematics
Volume number 56
Issue number 2-3
Start page 287
End page 312
Total pages 26
Publisher Springer Netherlands
Place of publication Dordrecht, Netherlands
Publication date 2004
ISSN 0013-1954
1573-0816
Keyword(s) affect
attitudes
computer-based mathematics
gender
junior secondary
middle years of schooling
technology
Summary How the use of computers in mathematics classrooms was viewed by students in two middle years mathematics classrooms was the focus of the research described in this paper. The primary data sources consisted of questionnaires, classroom observations supported by videotaping of mathematics lessons, and interviews with two girls and two boys from each class. Thus both qualitative and quantitative methods were used. Girls viewed the computer-based lessons less favourably than did boys. In general, the boys were likely to believe that computers contributed to their experiencing pleasure in these lessons, and to making mathematics more relevant to them. Girls were typically more concerned about whether computers facilitated learning and enabled success in mathematics. The attitudes of students to computer-based mathematics were related to their views of computers.
Language eng
DOI 10.1023/B:EDUC.0000040411.94890.56
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2004, Kluwer Academic Publishers
Persistent URL http://hdl.handle.net/10536/DRO/DU:30044074

Document type: Journal Article
Collection: School of Education
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