Technological Use, Didactic Intentionality and Attitudes towards Learning Mathematics with Technology in Public and Private School Students
Supporting Agencies
- Universidad del Atlántico (Colombia)
Abstract
Educational technology contributes to the improvement of the quality of education, playing a crucial role in the teaching of abstract content such as Mathematics. This study sought to determine how the use of technology by teachers influences the perceived didactic intentionality of students and their attitudes towards learning mathematics with technology, considering whether these relationships vary according to the type of school (public or private). Using an explanatory design with latent classes, 1,326 Colombian schoolchildren (685 girls) were evaluated through a series of surveys. A Structural Equation Model was generated and showed good fit (CFI = 0.982, TLI = 0.966, RMSEA = 0.050), supporting the study hypotheses. Regression coefficients indicate that perceived didactic intentionality influences student attitudes in both educational contexts, but technological use has no relevant effect among public school students. The implications of the technological strategies employed by teachers to teach Mathematics and the intentionality perceived by their students are discussed, as well as the impact of contextual differences on the guarantee of an equitable educational service for students from diverse socioeconomic contexts.
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