Students’ Attitudes towards Handheld Computer Algebra Systems (CAS) in Mathematics: Gender and School Setting Issues

Edison Shamoail¹, Tasos Barkatsas² 
(1. Victorian Institute of Teaching, Australia; 2. Monash University, Australia)

Abstract: This paper reports on a recent research study which investigated Victorian year 10–11 mathematics students’ attitudes and beliefs on the impact of handheld CAS calculators on students’ mathematics achievement. Students were surveyed using the Mathematics and Technology Attitudes Scale (MTAS), which was used to monitor five affective variables relevant to learning mathematics with CAS. Principal Component Analysis (PCA), t-tests, correlations and MANOVA were used for the analysis of responses. The results of students’ responses indicated that there is a positive correlation between their attitudes towards CAS and their prior knowledge and experience. The results also reflected the common finding that boys express greater confidence than girls in technology use in mathematics learning.

Key words: CAS, students’ attitudes, mathematics learning