期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2019
卷号：15
期号：12
页码：1-10
DOI：10.29333/ejmste/108533
出版社：Pamukkale Univ Dept Sci Education
摘要：Background: In Sweden, the introduction of new national curricula for primary and
secondary schools has implied, for example, that programming has become a
compulsory part of mathematics education since August 2018. We study Swedish fifth
and sixth graders and the distributions of their motivational values related to studying
mathematics with paper and pencil vs. with ICT.
Materials and methods: We examine, in the framework of Expectancy–value theory,
data collected from 93 pupils using Student’s t-test, correlation analysis and binary
logistic regression analysis.
Results: Choosing between traditional and ICT-based approaches significantly affects
the distribution of pupils’ motivational values; pupils express higher attainment, utility,
and cost values when studying mathematics with paper and pencil is concerned. In
general, girls express higher motivation in mathematics than boys do. The utility value
is the only significant predictor for the view that studying with ICT makes their learning
of mathematics qualitatively better.
Conclusions: The Swedish fifth and sixth graders also motivated to study mathematics
with ICT, yet the distributions of values differ across the genders; boys may benefit
more from studying with ICT. Girls seem to need more and a different kind of
encouragement than boys to find using ICT in mathematics education meaningful.
关键词：expectancy-value theory of achievement motivation; ICT; mathematics;
self-efficacy
