### Abstract

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.

Original language | English |
---|---|

Pages (from-to) | 287-312 |

Number of pages | 26 |

Journal | Educational Studies in Mathematics |

Volume | 56 |

Issue number | 2-3 |

DOIs | |

Publication status | Published - 23 Sep 2004 |

### Keywords

- affect
- attitudes
- computer-based mathematics
- gender
- junior secondary
- middle years of schooling
- technology

### Cite this

}

**Student views of computer-based mathematics in the middle years : Does gender make a difference?** / Vale, Colleen M.; Leder, Gilah C.

Research output: Contribution to journal › Article › Research › peer-review

TY - JOUR

T1 - Student views of computer-based mathematics in the middle years

T2 - Does gender make a difference?

AU - Vale, Colleen M.

AU - Leder, Gilah C.

PY - 2004/9/23

Y1 - 2004/9/23

N2 - 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.

AB - 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.

KW - affect

KW - attitudes

KW - computer-based mathematics

KW - gender

KW - junior secondary

KW - middle years of schooling

KW - technology

UR - http://www.scopus.com/inward/record.url?scp=4544272526&partnerID=8YFLogxK

U2 - 10.1023/B:EDUC.0000040411.94890.56

DO - 10.1023/B:EDUC.0000040411.94890.56

M3 - Article

VL - 56

SP - 287

EP - 312

JO - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

SN - 0013-1954

IS - 2-3

ER -