本研究的目的是在探討學生的數學信心、在科技方面的信心、以科技輔助下數學學習態度、入學方式、情感、行為表現、數學成績、總排名之間複雜的關係。 研究對象為國立中央大學99學年度參與微積分聯合教學的學生。入學方式會有不同的分群，研究發現指考分發與非指考分發比起來，指考分發入學的對數學有較多的正面看法，在數學方面使用科技也較多正面看法，也發現數學成績較高的會有較高的數學信心、正面的對於科技的信心也比較高，在科技的輔助下學習數學有很好的態度，本研究還發現指考的學生跟非指考的學生比起來，指考學生對數學有較多的正面看法，在數學方面使用科技也較多正面看法，還發現數學成績較高的會有較高的數學信心、正面的情感、行為表現，對於科技的信心也比較高，在科技的輔助下學習數學有很好的態度，然後數學成績較差的會有較低的數學信心，負面的情感、行為表現對於科技的信心也比較低，在科技的輔助下學習數學有負面的態度。 The aim of this study was to investigate the complex relationship between students’ mathematics confidence,confidence with technology, attitude to learning mathematics with technology, affective engagementand behavioural engagement, achievement, and CEE, NCEE. note: the tow ways of College Entrance is CEE(College Entrance Examination) and NCEE(Not College Entrance Examination) The study samples that academic year of 2011 who participates the Unite Courses of Calculus, It was found that CEE expressed more positive views towards mathematics and more positive views towards the use of technology in mathematics, compared to NCEE. It was also found that high achievement in mathematics was associated with high levels of mathematics confidence, strongly positive levels of affective engagement and behavioural engagement, high confidence in using technology and a strongly positive attitude to learning mathematics with technology. Low levels of mathematics achievement was associated with low levels of mathematics confidence, strongly negative levels of affective engagement and behavioural engagement, low confidence in using technology, and a negative attitude to learning mathematics with technology.
