High School Students’ Attitudes Toward Computer Assisted Learning in Mathematics
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Abstract
Computer technology is integrated to modern society, including to education. In Turkey, computer use has become widespread in education in last decade. As a result of widespread integration of computer, the new mathematics curriculum (1-8th and 9-12th grades), which is prepared by the Ministry of National Education, [MNE] (2005a, 2005b, 2005c) in Turkey, emphasizes the importance of computer and technology, and teachers are expected to be more efficient in using computers in teaching and learning mathematics. For the last three decades, mathematics educators have focused on the effects of computers in students’ mathematics performance (Baki and Güveli, 2008; Isiksal and Askar, 2005; Kodippili and Senaratne, 2008; Lazakidou and Retalis, 2010; NCTM, 2000; Olkun, Altun, and Smith, 2005). For example, Baki and Güveli (2008) examined the effects of web-based mathematics teaching (WBMT) material on levels of achievement of 9th grade students in basic concepts of functions taking place in high school mathematics curriculum and attitudes towards WBMT. They found that WBMT has positive effects on student learning of mathematical function and on attitudes towards WBMT. Lazakidou and Retalis (2010) investigated the effectiveness of computer-based instructional method in Primary Education for self-regulated problem solving. Their results indicated that students could increase their problem-solving skills. Olkun, Altun and Smith (2005) explored the effects of computers on Turkish fourth-grade students’ geometry scores and further geometric learning and they found that students who did not have computers at home at the beginning had lower geometry scores.
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