Technology, attitude and mathematics: A descriptive examination of the literature spanning three decades

Abstract

An extensive literature base exists on the use of technology in mathematics and its effect on student learning; however, no comprehensive reviews have been published on how affective characteristics (specifically attitude) might factor into these results. This review presents a thorough descriptive examination of the literature on attitude and achievement of elementary and middle school students when using technology in mathematics. The literature was examined from 1983 to 2013 to synthesise (a) populations, (b) settings, (c) types of technology used, (d) operational definitions of attitude, (e) assessment of attitude and mathematical content domains, (f) research designs used, and (g) length of interventions. Twenty-five datasets, representing 25 published manuscripts, were included in the review. Implications of the findings are discussed.