Measuring User Beliefs And Attitude On Using Pedagogical Tool In Learning Engineering Mathematics

Yong Wee, Sek and Syariffanor, Hisham and Ahmad Naim, Chee Pee and Chin Foon, Khoo (2013) Measuring User Beliefs And Attitude On Using Pedagogical Tool In Learning Engineering Mathematics. Project Report. UTeM, Melaka, Malaysia. (Submitted)

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Abstract

Technology or computer-support learning allows more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-centred learning. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress. Even though , the integration of technology in teaching and learning mathematics has been proven can improve students’ performance in mathematics, but there is a lack of consensus on why and how technology should be integrated into the educational arena, what students should be taught and how to train educators to use technology[2]. Before education incorporates this new electronic media, educators need to discern what is different about the new technology and what those differences mean in terms of cognition, learning, teaching, and education in general[3]. This process may lead to a better consensus among educators as to the role technology should play in mathematics education. Computers are used more often in mathematics than in any other subject [4]. The distinct potential of visually representing abstract mathematical ideas appears to offer promise to educators who realize the computer's capabilities[5]. Henry Pollak from Bell Laboratories has been quoted as saying "With technology - some mathematics becomes more important, some mathematics becomes less important, some mathematics becomes possible"[6]. The effect on student attitudes as a result of using computer technology to teach and learn mathematics requires further study. This problem will be addressed through the following two research questions. First, “Will the use of assessment system in Pedagogical tool change a student’s attitude and belief toward mathematics?”. In addition, “Will the use of Pedagogical tool system change the student’s attitude toward computers?”.

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