Investigating mathamatics students' attitudes toward computers and their interaction with achievment and gended

The aim of the study was to investigate the interaction between the students' mathematics confidence, confidence with technology, attitude to learning mathematics with technology, affective engagement and behavioural engagement, achievement, gender and year level. The participants were Year 9 and Year 10 students form state co-educational schools in Athens, Greece. For our research we used the Mathematics and Technology Attitudes Scale (MTAS). The five factors extracted by the factor analysis were then subjected to a Multiple Correspondence Analysis. Gender differences as well as differences between Year levels were investigated by using a Test Value (Valuer Test). It was found that boys expressed more positive views towards mathematics and more positive views towards the use of technology in mathematics, compared to girls.