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Makale Özeti:
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The idea of using online tools in face-to-face mathematics instruction aims to enhance student
attitudes by providing more challenging problem-solving and knowledge-building platforms with
more time and space flexibility. This study, which is a part of a large comprehensive study, was
completed with four high school classes of two teachers. The data was collected through student and
teacher interviews, teacher reflections, and the Mathematics and Technology Attitude Survey
(Pierce, Stacey, and Barkatsas, 2007). Each teacher had two classes. One of each teacher’s classes was
assigned as the Online- Tools class that was introduced and had access to online communication and
collaboration tools; and the other class was assigned as the No-Tools class that was not introduced
any online technologies. Statistical analysis of the attitude survey revealed significant differences
between Online-Tools and No-Tools classes for the affective engagement subscale on 95% confidence
level. For the other subscales there were some variations on the minimum, maximum, mean values
and the standard deviations from pre- and post-survey; even if the difference between the overall
mean values for the Online-Tools and No-Tool classes was not statistically significant. Based on the
student interviews, the majority of the students had positive attitudes towards the online tools, Voice
Thread and the Google Documents, and using them in their mathematics class; and they had
increased appreciation to mathematics as a field.
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