Learning mathematics with computer algebra systems (CAS): Middle and senior secondary students' attitudes achievement, CAS experience and gender differences

The Mathematics and Technology Attitudes Scale (MTAS) is a scale for secondary students which may be used to monitor five affective variables relevant to learning mathematics with technology. The subscales measure mathematics confidence, confidence with technology, attitude to learning mathematics with technology and two aspects of engagement in learning mathematics. The paper reports the responses of 835 students from 9 independent Victorian schools. The supplementary variables were the following: gender, mathematics grade, year level and learning setting. Principal Components Analysis (PCA), t-tests, correlations and MANOVA have been used for the analysis of students' responses. Statistically significant differences were found between gender, Mathematics Confidence and Technology Confidence, between achievement and Mathematics Confidence, Behavioural Engagement, and Affective engagement, between year level and Behavioural Engagement and between three years of CAS experience and one year of CAS experience