JOURNAL ARTICLE
Summary: Computers and Education
Title: Effects of attitudes and behaviours on learning mathematics with Computer Tools.
Name: Jordan Howard
Date: May 6, 2010.
APA Reference: Reed, H., Drijvers, P., & Kirschner, P. (2010). Effects of attitudes and behaviours on learning mathematics with computer tools. Computers & Education, 55(1), 1-15. doi:10.1016/j.compedu.2009.11.012.
Problem: This study delves deeper into the concept of student attitudes towards mathematics and computer tools, as well as their behavior employed while using these tools, and how much the tools positively or negatively impacted the intended learning outcomes. The creators of this study believe that if we have more tool-based learning utilized in the classroom, that the effects of teaching would be more effective and beneficiary to the students.
Context: This study was divided up into two research questions. The first research question was the measurement and analysis of the students attaining an understanding of the function concept, were then given a score on the standardized written tests, which were then graded by the teacher. It included 565 grade 7 and 8 students, in 23 classes from 1 Belgium school and seven from Dutch secondary schools. The 23 participating classes came from three different educational levels, which is common amongst the initial years of secondary education in Netherlands. For the second research question, the outcome variables were the student’s score on the written test, and the extent to which they exhibited a clear understanding of the computer tool.
Findings: This study provides information and insight into the correlation between tool use, learning processes and outcomes, and individual factors such as attitudes and behaviors of the individual. The findings of this study indicate specific patterns that support previous studies done in regards to similar situations. For the first research question, which primarily focused on the extent improvement in conceptual understanding for mathematics and utilizing mathematical tools, when learning and doing math concepts. Those students that had a more positive view on the subject matter had higher test scores. There was an unexpected negative relationship between higher education levels with a positive outlook on the tools, received lower test scores. For the second research question it was concerned with the attitudes, behaviors and the learning outcomes of individual students when using the computer tool. Through this study, they found that a person’s attitude towards the subject is correlated with varying behaviors than is a person’s attitude towards math computer tools.
Recommendations: I found this study to be very interesting. But I do agree that it isn’t the computer educational mathematics tools alone that enhance performance. A lot of it has to do with one’s motivation to learn, excel, and expand. If a student has a bad and negative attitude about learning, even the most easy-to-use and helpful mathematics tools will not help them succeed. I recommend obtaining a larger sample size for this one was not large enough to ensure that all the effects were detected.
Summary: Computers and Education
Title: Effects of attitudes and behaviours on learning mathematics with Computer Tools.
Name: Jordan Howard
Date: May 6, 2010.
APA Reference: Reed, H., Drijvers, P., & Kirschner, P. (2010). Effects of attitudes and behaviours on learning mathematics with computer tools. Computers & Education, 55(1), 1-15. doi:10.1016/j.compedu.2009.11.012.
Problem: This study delves deeper into the concept of student attitudes towards mathematics and computer tools, as well as their behavior employed while using these tools, and how much the tools positively or negatively impacted the intended learning outcomes. The creators of this study believe that if we have more tool-based learning utilized in the classroom, that the effects of teaching would be more effective and beneficiary to the students.
Context: This study was divided up into two research questions. The first research question was the measurement and analysis of the students attaining an understanding of the function concept, were then given a score on the standardized written tests, which were then graded by the teacher. It included 565 grade 7 and 8 students, in 23 classes from 1 Belgium school and seven from Dutch secondary schools. The 23 participating classes came from three different educational levels, which is common amongst the initial years of secondary education in Netherlands. For the second research question, the outcome variables were the student’s score on the written test, and the extent to which they exhibited a clear understanding of the computer tool.
Findings: This study provides information and insight into the correlation between tool use, learning processes and outcomes, and individual factors such as attitudes and behaviors of the individual. The findings of this study indicate specific patterns that support previous studies done in regards to similar situations. For the first research question, which primarily focused on the extent improvement in conceptual understanding for mathematics and utilizing mathematical tools, when learning and doing math concepts. Those students that had a more positive view on the subject matter had higher test scores. There was an unexpected negative relationship between higher education levels with a positive outlook on the tools, received lower test scores. For the second research question it was concerned with the attitudes, behaviors and the learning outcomes of individual students when using the computer tool. Through this study, they found that a person’s attitude towards the subject is correlated with varying behaviors than is a person’s attitude towards math computer tools.
Recommendations: I found this study to be very interesting. But I do agree that it isn’t the computer educational mathematics tools alone that enhance performance. A lot of it has to do with one’s motivation to learn, excel, and expand. If a student has a bad and negative attitude about learning, even the most easy-to-use and helpful mathematics tools will not help them succeed. I recommend obtaining a larger sample size for this one was not large enough to ensure that all the effects were detected.
