Early undergraduate Emirati female students’ beliefs about learning mathematics using technology

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

Covid-19 has accelerated the speed of technocratic transformation in teaching and learning. Previous researches on whether technology enhances students’ motivation towards learning or burdens them with additional layer of anxiety in learning the nitty gritty of technology itself have mixed results. The purpose of this study was to explore early undergraduate students’ beliefs about learning mathematics with technology. These research participants were first-year female undergraduate students in a public university in the United Arab Emirates (UAE). The study comprised of phase one with qualitative task-based interviews with four female first-year undergraduate students. Phase two included a quantitative belief survey with a sample of 62 students from the same institution. I constructed four major belief categories from the iterative process of interview data analysis– technology for computing and graphing, technology for speed and accuracy, technology for a short-cut but not for meaning, and affective aspects of beliefs. The quantitative survey result demonstrated that a majority of participants (about 75.8%) were found to be using some kinds of technological tools while learning mathematics. About 90% of them reported using a calculator while learning mathematics. A majority of participants (54.9%) believed that technology helps them in learning mathematics, and about 50% of them also believed that the use of technology improves their learning of mathematics.

Original languageEnglish
Pages (from-to)1235-1255
Number of pages21
JournalEuropean Journal of Educational Research
Volume9
Issue number3
DOIs
Publication statusPublished - Jul 2020

Keywords

  • Learning mathematics
  • Radical constructivist grounded theory (RCGT)
  • Student beliefs
  • Technology integration

ASJC Scopus subject areas

  • Education

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