Technology-assisted Undergraduate Mathematics Learning. Evaluation of Galbraith-Haines Model

ARTURO, GARCIA-SANTILLAN and CARLOS, A. ROJAS-KRAMER and ELENA, MORENO-GARCIA and FELIPE, POZOS-TEXON and MILKA E., ESCALERA-CHAVEZ (2015) Technology-assisted Undergraduate Mathematics Learning. Evaluation of Galbraith-Haines Model. In: Second International Conference on Advances in Management, Economics and Social Science - MES 2015, 18 - 19 April, 2015, Rome, Italy.

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Abstract

Most of the mathematics students evidence a definite tendency toward an attitudinal deficiency, which can be understood as intolerance to the matter, affecting their scholar performance. Information and communication technologies have been gradually included within the process of teaching mathematics. Such adoption of technology changed the educational process, thus generating a meaningful impact as shown by studies carried out by Galbraith and Haines. They developed a theoretical model aiming to explain this phenomenon, based on the component elements of attitude toward mathematics and computers: Mathematics engagement, mathematics confidence, mathematics motivation, computer confidence, and student's interaction between mathematics and computer. The purpose of this study is to validate such a model against experimental data coming from a sample of undergraduates from the fields of administration and economics. The observed fit indices, computed by structural equation modeling, corroborated that the theoretical model adjusts well to the empirical data.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: attitude toward mathematics, Galbraith-Haines model, mathematics learning, technology-assisted learning
Depositing User: Mr. John Steve
Date Deposited: 01 May 2019 10:55
Last Modified: 01 May 2019 10:55
URI: http://publications.theired.org/id/eprint/1757

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