An Exploration of Student Attitudes towards Online Communication and Collaboration in Mathematics and Technology
Author:
Abstract
The idea of using online tools in face-to-face mathematics instruction aims to enhance student attitudes by providing more challenging problem-solving and knowledge-building platforms with more time and space flexibility. This study, which is a part of a larger study, was completed with four high school classes of two teachers. The data was collected through student and teacher interviews, teacher reflections, and the Mathematics and Technology Attitude Survey (Pierce, Stacey, and Barkatsas, 2007). Each teacher had two classes. One of each teacher’s classes was assigned as the Online- Tools class that was introduced and had access to online communication and collaboration tools; and the other class was assigned as the No- Tools class that was not introduced any online technologies. Statistical analysis of the attitude survey revealed significant differences between Online-Tools and No-Tools classes for the affective engagement subscale on 95% confidence level. For the other subscales there were some variations on the minimum, maximum, mean values and the standard deviations from pre- and post-survey; even if the difference between the overall mean values for the Online-Tools and No-Tool classes was not significant. Based on the student interviews, the majority of the students had positive attitudes towards the online tools, Voice Thread and the Google Documents, and using them in their mathematics class; and they had increased appreciation to mathematics as a field.
Keywords
Abstract
The idea of using online tools in face-to-face mathematics instruction aims to enhance student attitudes by providing more challenging problem-solving and knowledge-building platforms with more time and space flexibility. This study, which is a part of a larger study, was completed with four high school classes of two teachers. The data was collected through student and teacher interviews, teacher reflections, and the Mathematics and Technology Attitude Survey (Pierce, Stacey, and Barkatsas, 2007). Each teacher had two classes. One of each teacher’s classes was assigned as the Online- Tools class that was introduced and had access to online communication and collaboration tools; and the other class was assigned as the No- Tools class that was not introduced any online technologies. Statistical analysis of the attitude survey revealed significant differences between Online-Tools and No-Tools classes for the affective engagement subscale on 95% confidence level. For the other subscales there were some variations on the minimum, maximum, mean values and the standard deviations from pre- and post-survey; even if the difference between the overall mean values for the Online-Tools and No-Tool classes was not significant. Based on the student interviews, the majority of the students had positive attitudes towards the online tools, Voice Thread and the Google Documents, and using them in their mathematics class; and they had increased appreciation to mathematics as a field.