id: 02360922
dt: j
an: 2005d.01404
au: Cretchley, Patricia; Galbraith, Peter
ti: Mathematics, computers, and umbilical cords.
so: N. Z. J. Math. 32, Suppl., 37-45 (2003).
py: 2003
pu: University of Auckland, Department of Mathematics, Auckland; New Zealand
Mathematical Society, Auckland
la: EN
cc: C25 U75
ut:
ci:
li:
ab: This report describes an investigation of the attitudes, achievement and
behaviour of students in a technology-enriched first-year Australian
tertiary Algebra and Calculus course. The study indicated that the
technology choices and competencies that students demonstrated under
test conditions and in a computer workshop were not always consistent
with their general technology attitudes and behaviour over the
semester. Mathematics confidence showed consistently positive
relationships with achievement on a range of coursework while computer
confidence and technology attitudes did not, despite the technology
intervention. Of particular interest were students whose computer
confidence and enthusiasm did not translate into achievement. Factors
that failed to explain studentsâ€™ technology choices and demonstrated
levels of competency were computer confidence, prior use of technology
for mathematics, attitudes towards such use, completion of weekly
exercises, and tutorial/laboratory attendance. The study offered
further compelling evidence of the low relationship between mathematics
confidence and computer confidence. Studentsâ€™ views indicated clearly
that they valued hand exercises. Curriculum development and assessment
profiles need to accomodate their learning needs and preferences, and
the rates at which these evolve. Questions arise about the reasons for
studentsâ€™ technology choices and behaviour: beliefs and preferences
developed through prior experiences may be like umbilical cords when
students assimilate new cultures of learning and practice.
rv: