The Impact of Technology-Supported Teaching on Primary School Students' Attitudes Towards Mathematics

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.