Skip to main content
SpringerLink
Log in

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

  • Chapter
  • First Online:
Diversity in Mathematics Education

Part of the book series: Mathematics Education Library ((MELI))

  • 2619 Accesses

Abstract

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.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Australian Association of Mathematics Teachers (AAMT). (1996). Statement on the use of calculators and computers for mathematics in Australian schools. http://www.aamt.edu.au/Publications-and-statements/Position-statements/Calculators-and-Computers/%28language%29/eng-AU access date: 24 June, 2014.

  • Barkatsas, A., Kasimatis, K., & Gialamas, V. (2009). Learning secondary mathematics with technology: Exploring the complex interrelationship between students’ attitudes, engagement, gender and achievement. Computers and Education, 52(3), 562–570.

    Article  Google Scholar 

  • Biggs, J. B. (1994). What are effective schools? Lessons from East and West. The Australian Educational Researcher, 21, 19–40.

    Article  Google Scholar 

  • Boaler, J. (2002). Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning. Mahwah: Lawrence Erlbaum.

    Google Scholar 

  • Boaler, J. (2007). Paying the price for “sugar and spice”: Shifting the analytical lens in equity research. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 24–36). New York: Teachers College Press.

    Google Scholar 

  • Burrill, G., Allison, J., Breaux, G., Kastberg, S., Leatham, K., & Sanchez, W. (2002). Handheld graphing technology in secondary mathematics: Research findings and implications for classroom practice. Dallas: Texas Instruments.

    Google Scholar 

  • Chai, C. S. (2010). The relationships among Singaporean pre-service teachers’ ICT competencies, pedagogical beliefs and their beliefs on the espoused use of ICT. The Asia-Pacific Education Researcher, 19(3), 387–400.

    Article  Google Scholar 

  • Clarke, T., Ayres, P., & Sweller, J. (2005). The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Educational Technology Research and Development, 53(3), 15–24.

    Article  Google Scholar 

  • Dahland, G., & Lingefjärd, T. (1996). Graphing calculators and students’ interpretations of results: A study in four upper secondary classes in Sweden. Nordisk Matematikkdidaktikk, 4(2/3), 31–50.

    Google Scholar 

  • Dindyal, J. (2008). An overview of the gender factor in mathematics in TIMSS-2003 for the Asia-Pacific region. ZDM, 40, 993–1005. doi:10.1007/s11858-008-0111-2.

    Article  Google Scholar 

  • Drijvers, P. (2000). Students encountering obstacles using a CAS. International Journal of Computers for Mathematical Learning, 5, 189–209.

    Article  Google Scholar 

  • Fennema, E., & Peterson, P. (1985). Autonomous learning behavior: A possible explanation of gender-related differences in mathematics. In L. C. Wilkinson & C. B. Marrett (Eds.), Gender influences in classroom interactions (pp. 17–35). New York: Academic Press.

    Chapter  Google Scholar 

  • Field, A. (2005). Discovering statistics using SPSS (2nd ed.). London: SAGE.

    Google Scholar 

  • Fleming, N. D. (2006). Teaching and Learning style: VARK strategies. Christchurch: N. D. Fleming.

    Google Scholar 

  • Forgasz, H., & Tan, H. (2010). Does CAS use disadvantage girls in VCE mathematics? Australian Senior Mathematics Education Journal, 24(1), 25–36.

    Google Scholar 

  • Forgasz, H., Vale, C., & Ursini, S. (2010). Technology for mathematics education: Equity, access and agency. In C. Hoyles & J.-B. Lagrange (Eds.), Mathematics education and technology—rethinking the terrain (pp. 251–284). New York: Springer.

    Google Scholar 

  • Gutiérrez, R. (2007). (Re)defining equity: The importance of a critical perspective. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 37–50). New York: Teachers College Press.

    Google Scholar 

  • Hattie, J. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

    Google Scholar 

  • Kaur, B. (1995). Gender and mathematics: The Singapore perspective. In P. Rogers & G. Kaiser (Eds.), Equity in mathematics education: Influences of feminism and culture (pp. 129–134). London: Falmer.

    Google Scholar 

  • Kaur, B. (2004). Teaching of mathematics in Singapore schools. Proceedings of the 10th International Congress on Mathematical Education, Denmark. (http://www.icme10.dk/proceedings/pages/regular_pdf/RL_Berinderjeet_Kaur.pdf).

  • Koh, J., Chai, C., & Tsai, C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 1–11. doi:10.1111/j.1365-2729.2010.00372.x.

    Google Scholar 

  • Leder, G. (1990). Gender differences in mathematics: An overview. In E. Fennema & G. C. Leder (Eds.), Mathematics and gender (pp. 10–26). New York: Teachers College, Columbia University.

    Google Scholar 

  • Leuar, B. C. (1985) Sex differences and mathematical ability. Unpublished assignment during the period of induction, Singapore, Institute of Education.

    Google Scholar 

  • Lim, S. Y. (2010). Mathematics attitudes and achievement of junior college students in Singapore. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the mathematics education research group of Australasia (pp. 681–689). Fremantle: MERGA.

    Google Scholar 

  • Lim, C. P., & Chai, C. S. (2008). Teachers’ pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons. British Journal of Educational Technology, 39(5), 807–828.

    Article  Google Scholar 

  • Ministry of Education Singapore (MOE). (27 Aug 2007). Breadth and flexibility: The new “A” level curriculum 2006. http://www.moe.gov.sg/cpdd/alevel2006/index.htm accessed 24 June 2014.

  • Ministry of Education Singapore (MOE). (23 Feb 2011). Forum letter replies: Singapore’s meritocratic education system promotes social mobility. http://www.moe.gov.sg/media/forum/2011/02/singapores-meritocratic-education-system-promotes-social-mobility.php accessed 24 June 2014.

  • Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. USA: TIMSS & PIRLS International Study Center, The Netherlands: IEA.

    Google Scholar 

  • Ng, E. H. (2008). Launch of MP3. http://www.moe.gov.sg/media/speeches/2008/08/05/opening-address-by-dr-ng-eng-h-1.php accessed 24 June 2014.

  • Ng, W. L. (2003). Effects of computer algebra system on secondary students’ achievement in mathematics: A pilot study in Singapore. International Journal of Computer Algebra in Mathematics Education, 10(4), 233–248.

    Google Scholar 

  • Ng, W. L. (Dec 2006). Use of graphing calculators in pre-university further mathematics curriculum. In L. H. Son, N. Sinclair, J. B. Lagrange, & C. Holyes (Eds.), Proceedings of the ICMI 17 study conference: Background papers for the ICMI 17 Study (Vol. 1, pp. 120–130). (http://www.math.msu.edu/~nathsinc/ICMI/papers/GroupeC.pdf).

  • Ng, W. L., & Leong, Y. H. (2009). Use of ICT in mathematics education in Singapore: Review of research. In K. Y. Wong, P. Y. Lee, B. Kaur, P. Y. Foong, & S. F. Ng (Eds.), Mathematics education: The Singapore journey (pp. 301–318). Singapore: World Scientific.

    Google Scholar 

  • Ng, W. L., Kwee, T. C., Lau, H. S., Koh, Y.-H., & Yap, Y. S. (2005). Effects of using a computer algebra system (CAS) on junior college students’ attitudes towards CAS and achievement in mathematics. The International Journal for Technology in Mathematics Education, 12(2), 59–72.

    Google Scholar 

  • OECD. (2010). PISA 2009 results, volume I, what students know and can do: Student performance in reading, mathematics and science, Figure I.3.12. http://dx.doi.org/10.1787/888932343152 accessed 24 June 2014.

  • Pierce, R., & Stacey, K. (2004). Monitoring progress in algebra in a CAS active context: Symbol sense, algebraic insight and algebraic expectation. The International Journal of Computer Algebra in Mathematics Education, 11(1), 3–11.

    Google Scholar 

  • Ruthven, K. (1996). Calculators in the mathematics curriculum: The scope of personal computational technology. In A. J. Bishop, et al. (Eds.), International handbook of mathematics education (pp. 435–468). The Netherlands: Kluwer Academic.

    Google Scholar 

  • Soh, K. C., & Quek, K. S. (2001). Gender differences in TIMSS mathematics achievement of four Asian nations: A secondary analysis. Studies in Educational Evaluation, 27, 331–340.

    Article  Google Scholar 

  • Tan, H. (2005). A comparative study of mathematics teachers’ perceptions about computers and graphic calculators. Unpublished master’s thesis, Monash University, Melbourne, Victoria, Australia.

    Google Scholar 

  • Tan, H., & Forgasz, H. J. (2006). Graphics calculators for mathematics learning in Singapore and Victoria (Australia): Teachers’ views. In J. Novotná, H. Moraová, M. Krátká, & N. Stehliková (Eds.), Mathematics at the centre (Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, pp. 5-249-5-256). Prague, Czech Republic: Charles University.

    Google Scholar 

  • Tan, H., & Forgasz, H. J. (2011). Students’ ways of using handheld calculators in Singapore and Australia: Technology as master, servant, partner and extension of self. In J. Clark, B. Kissane, J. Mousley, T. Spencer, & S. Thornton (Eds.), Mathematics: Traditions and [new] practices (Proceedings of the 34th annual conference of the Mathematics Education Research Group of Australasia and the Australian Association of Mathematics Teachers). Adelaide: AAMT and MERGA.

    Google Scholar 

  • Wong, K. Y., & Lee, N. H. (2009). Singapore education and mathematics curriculum. In K. Y. Wong, P. Y. Lee, B. Kaur, P. Y. Foong, & S. F. Ng (Eds.), Mathematics education: The Singapore journey (pp. 13–47). Singapore: World Scientific.

    Chapter  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, Monash University, Clayton, Australia

    Hazel Tan

Authors
  1. Hazel Tan
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Hazel Tan .

Editor information

Editors and Affiliations

  1. Faculty of Education, Monash University, Clayton, Victoria, Australia

    Alan Bishop

  2. Faculty of Education, Monash University, Clayton, Victoria, Australia

    Hazel Tan

  3. School of Education, RMIT University, Bundoora, Victoria, Australia

    Tasos N Barkatsas

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Tan, H. (2015). Gender and Technology: A Case of Graphics Calculators in the Singaporean Mathematics Curriculum Context. In: Bishop, A., Tan, H., Barkatsas, T. (eds) Diversity in Mathematics Education. Mathematics Education Library. Springer, Cham. https://doi.org/10.1007/978-3-319-05978-5_5

Download citation

Publish with us

Policies and ethics

Search

Navigation