Mathematical attitudes transformation when introducing GeoGebra in the secondary classroom

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Abstract
The mathematical-related affect research agenda demands studies on the affect-cognition relationship, as well as interventions aimed at improving affective aspects of mathematical learning. The potential of technological environments for promoting cognitive changes in students has been widely informed and there is evidence of their influence in students´ attitudes towards mathematics, such as interest and enjoyment. Research on the so-called mathematical attitudes, more related to mental habits and closely tied to cognitive processes is much scarcer. In this study, we report the transformation of three such mathematical attitudes in the students: perseverance, precision-rigor, and autonomy, when introducing GeoGebra in two secondary classes. Quantitative and qualitative analyses performed on data from various sources, with the total number of students and with a representative sample, show how it is possible to capitalize on initial positive attitudes towards mathematics with technology to bring about a significant improvement in the three above-mentioned attitudes, deemed as genuine elements of mathematical work. GeoGebra affordances constructivity, navigability and interactivity made it possible for new forms of behaviour to emerge in the classroom. Namely, flexible and fluent perseverance on problem solving; increasing inclination for accuracy and realization of its importance for proper reasoning; and willingness to collaborate with peers, helping each other, as well as sharing insights and ideas, thus, gaining independence from the teacher to face non-routine tasks.

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