Mathematics Attitudes in Computerized Environments

Abstract

In the last few decades, research on technology-assisted teaching and learning has identified a variety of factors that are involved in the effective integration of such methods. Focusing on one such factor, attitudes, this paper reports on research on attitudes and technology in the context of secondary school mathematics (15- and 16-year-old students). The results reveal significant aspects of attitudes toward mathematics and technology as well as of certain underlying cognitive-emotional processes (inductive attitude, accuracy and rigour, perseverance, critical thinking) that may be useful for teachers integrating software such as GeoGebra into their class curriculum.