his study examined the complex interactions among students' gender, year level, Mathematics confidence(MC), affective engagement (AE), behavioral engagement (BE), confidence in using technology (TC) and attitude to the use of technology to learn Mathematics (MT). Using the Mathematics and Technology Attitudes Scale (MTAS),one hundred seventy-three Bachelor of Secondary Education students major in Mathematics were explored. The mean, t-test for independent sample and Analysis of Variance were utilized to analyze the data gathered

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