159
Figure 4.5.5: Relationships between attitudes to mathematics learning as promoted by
Using a computer, perceptions of 5th grade teachers
Enjoyment |
----- r=.362, P= 012 - |
Motivation | |
r=.410, p=.005 | |||
Sense of security |
__ r=.658, p=.000 _ |
Sense of progress | |
The pattern emerging from the responses of 8th grade teachers was almost identical to
that of the 5th grade teachers, except that there was a strong relationship between
motivation and enjoyment (see Figure 4.5.6 in appendix). There were significant positive
correlations among the responses of 5th graders between the effects on the four
attitudinal aspects as promoted by Using a computer. For them, Using a computer
positively impacted on their attitudinal responses in an integrated comprehensive way
(see Figure 4.5.7 in appendix). A similar pattern of responses emerged for the 8th
graders to the 5th graders (see Figure 4.5.8 in appendix). The impact of Using a
computer on the various attitudinal aspects was integrated and coherent from the pupils
perspective. From the teachers perspective the impact was less coherent.
Reading a textbook
Figure 4.5.9: Relationships between attitudes to mathematics learning as promoted by
Reading a textbook: perceptions of 5th grade teachers

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