@inbook {MATHEDUC.02347716,
author = {Cretchley, Patricia and Galbraith, Peter},
title = {Mathematics or computers? Confidence or motivation?},
year = {2002},
booktitle = {2nd international conference on the teaching of mathematics (at the undergraduate level)},
pages = {97},
publisher = {Wiley, New York, NY},
abstract = {The use of computers in the teaching and learning of undergraduate level mathematics raises many still unanswered questions about the relationships between students' perceived abilities and attitudes towards mathematics and computers, both separately, and interactively, and their performance or levels of achievement, on assessment tasks. This paper reports on an investigation of the correlations between first-year mathematics students' performances on a range of assessment items, and the following affective factors: their levels of confidence in their ability to do and learn mathematics, and their motivation to do so, their levels of confidence in the use of computers, and their motivation to do so, and their attitudes to technology in the learning of mathematics. The study targeted a class of 176 students in a typical Australian first-year Calculus and Linear Algebra course. Support for the use of MATLAB was integrated into their learning, and students did both hand exercises, and tasks requiring the use of technology, in tutor-supported weekly computer laboratory sessions. Established scales, well tested for internal consistency and reliability, were used to assess students' individual levels of confidence with mathematics, confidence with computers, mathematics motivation, computer motivation, and attitudes to technology in the learning of mathematics. Where appropriate, scatter plots and correlation coefficients are offered to illustrate the relationships between the students' mean scores on each of these scales, and their achievement levels on each of 5 assessment items (three assignments and two examinations). The trends revealed thereby are discussed in relation to the nature of the tasks in each of the 5 items of assessment: the balance of technology tasks and hand exercises required in each, and their relative level of complexity. Data gathered on preferred learning styles are used to further illuminate the achievement levels of students with a range of confidences and motivations.},
msc2010 = {D35xx},
identifier = {2002f.04955},
}