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2024-11-29
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How to Cite
Transforming Higher Mathematics Teaching Through Computer Technology
Rommel AlAli
King Faisal University, Al-Ahsa, Saudi Arabia
Yousef Wardat
Department of Curriculum and Instruction, Yarmouk University, Jordan
DOI: https://doi.org/10.59429/esp.v9i11.2857
Keywords: Computer technology, Higher mathematics, Student attitudes, Academic performance
Abstract
This study investigates the impact of computer technology on higher mathematics teaching and learning, focusing on student attitudes and academic performance. Utilizing a mixed-methods approach, the research involved 210 high school students and 15 mathematics teachers. Data were collected through a combination of semi-structured questionnaires, student test scores, interviews, and classroom observations. The findings indicate that the integration of computer technology leads to significant improvements in students' academic performance and fosters positive attitudes towards mathematics. Students using technological tools showed greater engagement, better understanding of complex concepts, and increased confidence in problem-solving. No significant gender differences were observed in attitudes towards technology use. However, challenges such as resource accessibility and the need for teacher training were identified. The study concludes with recommendations for effectively incorporating computer technology into higher mathematics education to enhance learning outcomes and student engagement.
Author Biography
Yousef Wardat, Department of Curriculum and Instruction, Yarmouk University, Jordan
Dr. Yousef Wardat is an Assistant Professor in the Department of Curriculum and Instruction, Faculty of Mathematics Education, Higher Colleges of Technology, UAE. He received his Ph.D. in Mathematics Education from United Arab Emirates University, UAE, in 2022. His research interest includes a range of interdisciplinary areas, Data analysis, Quantitative methods, SPSS analysis, mathematical modeling, mathematics education, and teacher development. teacher and student beliefs. He has published several peer-reviewed articles in different journals in math education and teaching and learning.References
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