Hazel Tan

Gender and Technology: A Case of Graphics Calculators in the Singaporean Mathematics Curriculum Context

It is well known that there are gender differences in students’ mathematics performances (e.g., Trends in International Mathematics and Science Study). In terms of technology use in mathematics education, males have been found to exhibit higher confidence in using technology for learning than females. However, how much of students’ confidence and attitude towards technology are influenced by their teachers’ teaching approaches remains to be explored. This study takes a step in this direction by investigating Singaporean students’ most-preferred method of learning how to use the graphing calculator (GC). Based on a large-scale survey of 964 senior secondary students, it was found that there were some gender differences in the methods that male and female students most prefer when they learn how to use calculators. Further analyses based on students’ responses as to whether the different methods helped them learn how to solve mathematics problems using the GC revealed that there may be gendered responses towards students’ perceived instructional methods used by teachers. The chapter concludes with some questions raised about gender and technology in mathematics education in the light of inclusive practices.

Affect and Gender

In this chapter the authors present findings from recent research studies, conducted in different contexts, in which gender issues associated with a range of affective variables included in explanatory models for gender differences in mathematics learning outcomes – achievement and participation – were explored. The studies encompass data gathered from various different groups of students (Indigenous, primary, secondary), parents, mathematics teachers, and the general public. What emerges is an international profile of gender-related affective measures, with varying levels of agreement, which highlight the significance of contextual factors in this field of research. The authors explore the implications of their findings on classroom practice, policy, and future research.

Enhancing survey participation: Facebook advertisements for recruitment in educational research*

ABSTRACT Surveys are commonly used to determine how people feel about a specific issue. The increasing availability of the internet and popularity of social networking sites have opened up new possibilities for conducting surveys and, with limited additional costs, enlarge the pool of volunteer respondents with the desired background, experience, or characteristics. In this paper, three different educational research studies are described. In each, a Facebook advertisement was among the methods used for recruitment of survey participants. In two of the studies, Facebook advertising was adopted to overcome obstacles encountered when more traditional sampling procedures failed; in the third study, Facebook was used to broaden representation to include international participants within project budget limitations. Details of the studies and of the recruitment approaches adopted, and the effectiveness of using Facebook advertising are presented. The limitations of using Facebook as a source of recruitment are also considered.

Transformations of teaching and learning through digital technologies

This chapter is a critical synthesis of research related to the transformations that take place when digital technologies are incorporated into teaching and learning practices. In developing this synthesis, research from all levels of education was reviewed with a focus on the opportunities digital technologies offer for cognitive, pedagogical, affective and professional change. The chapter is structured in alignment with Pierce and Stacey’s (Pierce and Stacey, Int J Comput Math Learn 15(1):1–20 2010) map of pedagogical opportunities in which three dimensions for educational transformation were identified: tasks, classroom, and subject. A discussion of future directions for research into technology enhanced mathematics education concludes the review.

Commentary on the Chapter by Anastasios Barkatsas, “Students’ Attitudes, Engagement and Confidence in Mathematics and Statistics Learning: ICT, Gender, and Equity Dimensions”

Barkatsas’ chapter contributes to the discussion on gender issues in the affective aspects of learning statistics (using SATS) and learning mathematics with ICT (using MTAS). My response to the chapter has two parts: contributions of the findings to the original theoretical basis of the instruments, and implications of the studies on equitable policy and practice.