Seventh Grade Attitude Changes in Learning Mathematics Through Smartpen Technology

Gabrielle Alexander-Lee, Fayetteville State University
Cynthia Shamberger, Fayetteville State University
Peter Eley, Fayetteville State University
Christophey Fairley, Fayetteville State University

Document Type Dissertation


Finding solutions to bridge student achievement gaps in science, technology, engineering and mathematics (STEM) continues to become increasingly possible with access to various kinds of technology. This paper looks at change in seventh grade student’s feelings towards their mathematics ability resulting from use of Smartpens technology and how it correlates to their individual learning style. The participants of this study were from middle schools in the Southeastern region of the United States. The classes were comprised of general and special education students. The students selected for this study were seventh grade math students. Each student was given a pre-test assessment. The treatment of utilizing Smartpens with students were implemented by the teachers based on their class needs and was conducted over a four week period; students were then given a post-test assessment. Overall students showed a marked increase in their attitude towards their ability in mathematics after the treatment period.