Student attitudes towards mathematics, often formed during the early primary grades, are of critical importance for future academic success and engagement. This study, grounded in the Technology-Enhanced Learning (TEL) framework, investigated the effect of a technology-supported teaching intervention on the attitudes of fourth-grade students towards mathematics. A quasi-experimental pre-test/post-test control group design was employed with 43 students in Turkey. The experimental group (n=21) participated in a six-lesson intervention that integrated various interactive digital tools, while the control group (n=22) followed the conventional curriculum. The 'Attitudes Towards Mathematics Scale' was administered to both groups before and after the intervention. The findings revealed a statistically significant and large positive impact on the attitudes of the experimental group, with a particularly notable increase observed in the self-confidence sub-dimension. In contrast, no significant attitudinal change was detected in the control group. The study concludes that a pedagogically sound intervention using interactive digital tools is a highly effective strategy for fostering positive mathematics attitudes in primary school students. The results reveal that the key to this positive outcome is the active, exploratory, and learner-centered learning environment created through technology.
Mehmet Selim Yıldırım (Tue,) studied this question.
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