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The Relationship Between Gender and Students’ Attitude And Experience of Using A Mathematical Software Program (MATLAP)

Year 2006, Volume: 7 Issue: 2, 124 - 129, 01.06.2006

Abstract

This correlation study examined the relationship between gender and the students’ attitude and prior knowledge of using one of the mathematical software programs (MATLAB). Participants were selected from one community college, one state university and one private college. Students were volunteers from three Calculus I classrooms (one class from each school) in which MATLAB was used extensively. A survey regarding students’ attitude and experience on using the MATLAB program was administered to classes. The findings of the study indicated that gender differences are not related to students’ attitude and experience on the program. The results revealed slightly positive correlation between and students’ attitude and experience on the program. The implications of this study shows that teachers who use MATLAB in their instruction and classroom practices must pay attention on how much students use it, the obstacles students had to overcome to succeed in its use, and their general issues and concerns regarding MATLAB use.

References

  • Bauer J., & Kenton J. (2005). Toward technology integration in the schools: why it isn't happening. Journal of Technology and Teacher Education, 13(4), 519-547.
  • Cooney, T.J., & Wilson, M. R. (1993). Teachers’ Thinking about Functions:Historical and Research Perspectives. In Romberg, T. A., Fennema, E. & Carpenter, T.P. (Eds.). Integrating Research on the Graphical Representation of Functions. (pp.131-158). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Cretchley P., Harman C., Ellerton N., &Fogarty G. (2004). Computation, Exploration, Visualization: Reaction to MATLAB in First-Year Mathematics. Toowoomba, QL, Australia: In Proceedings of Delta ’99 Symposium on Undergraduate Mathematics (ERIC Document Reproduction Service No. ED477688).
  • Hennessy S., Fung P., & Scanlon, E. (2001). The Role of the Graphic Calculator in Mediating Graphing Activity. International Journal of Mathematical Education in Science and Technology, 32(2), 267-290.
  • Horton, R. M., Storm, J., & Leonard, W.H. (2004).The graphing calculators as aid to teaching algebra. Contemporary Issues in Technology and Teacher Education, 4(2), 152- 162.
  • Mark J., &Hanson K. (1992). Beyond Equal Access: Gender Equity in Learning with Computers. Office of Educational Research and Improvement(ED), Washington, DC. (ERIC Report No. ED 370879).
  • Nathan R., & Baron L. (1995). The Effects of gender, program type, and content on Elementary Children’s’ Software Preferences.
  • Education, 27(3), 348-361.
  • Journal of Research on Computing in Schlatter,M.D.(1999). Using Matlab in a Multivariable Calculus Course. San Francisco, CA: the Annual International Conference on Technology in Collegiate Mathematics. (ERIC Document Reproduction Service No. ED460005)
  • Sheldon J.P. (2004). Gender Stereotypes in Educational Software for Young Children. Sex Roles, 51,433-444.
  • Sherman, J., Divine, K.P. & Johnson, B. (1985). An analysis of computer game preferences of preschool children. Educational Technology, 25(5), 39-41.
  • Ponidi, Alhadi, B. (1999). Students’ Lab Assignments in PDE Course with Maple. (ERIC Report No. ED.443 687).

PhD Candidate Mehmet A. OCAK

Year 2006, Volume: 7 Issue: 2, 124 - 129, 01.06.2006

Abstract

References

  • Bauer J., & Kenton J. (2005). Toward technology integration in the schools: why it isn't happening. Journal of Technology and Teacher Education, 13(4), 519-547.
  • Cooney, T.J., & Wilson, M. R. (1993). Teachers’ Thinking about Functions:Historical and Research Perspectives. In Romberg, T. A., Fennema, E. & Carpenter, T.P. (Eds.). Integrating Research on the Graphical Representation of Functions. (pp.131-158). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Cretchley P., Harman C., Ellerton N., &Fogarty G. (2004). Computation, Exploration, Visualization: Reaction to MATLAB in First-Year Mathematics. Toowoomba, QL, Australia: In Proceedings of Delta ’99 Symposium on Undergraduate Mathematics (ERIC Document Reproduction Service No. ED477688).
  • Hennessy S., Fung P., & Scanlon, E. (2001). The Role of the Graphic Calculator in Mediating Graphing Activity. International Journal of Mathematical Education in Science and Technology, 32(2), 267-290.
  • Horton, R. M., Storm, J., & Leonard, W.H. (2004).The graphing calculators as aid to teaching algebra. Contemporary Issues in Technology and Teacher Education, 4(2), 152- 162.
  • Mark J., &Hanson K. (1992). Beyond Equal Access: Gender Equity in Learning with Computers. Office of Educational Research and Improvement(ED), Washington, DC. (ERIC Report No. ED 370879).
  • Nathan R., & Baron L. (1995). The Effects of gender, program type, and content on Elementary Children’s’ Software Preferences.
  • Education, 27(3), 348-361.
  • Journal of Research on Computing in Schlatter,M.D.(1999). Using Matlab in a Multivariable Calculus Course. San Francisco, CA: the Annual International Conference on Technology in Collegiate Mathematics. (ERIC Document Reproduction Service No. ED460005)
  • Sheldon J.P. (2004). Gender Stereotypes in Educational Software for Young Children. Sex Roles, 51,433-444.
  • Sherman, J., Divine, K.P. & Johnson, B. (1985). An analysis of computer game preferences of preschool children. Educational Technology, 25(5), 39-41.
  • Ponidi, Alhadi, B. (1999). Students’ Lab Assignments in PDE Course with Maple. (ERIC Report No. ED.443 687).
There are 12 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Mehmet A. Ocak This is me

Publication Date June 1, 2006
Submission Date February 27, 2015
Published in Issue Year 2006 Volume: 7 Issue: 2

Cite

APA Ocak, M. A. (2006). The Relationship Between Gender and Students’ Attitude And Experience of Using A Mathematical Software Program (MATLAP). Turkish Online Journal of Distance Education, 7(2), 124-129.