This study investigates attitudinal factors attributed to the use of technology in mathematics in Indonesia, where access to technology is still seen as a symbol of modernity. Specifically, we focus on measures related to student engagement-mathematics motivation, attitudes to the use of technology in mathematics, technological confidence and mathematics confidence-in two different secondary school groups. In one school group, students engaged with technology-based learning devices individually on one-to-one basis, while the other school group had few learning devices, hence students shared devices and learned in small groups. Both quantitative and qualitative methods have been employed in this study. Statistical analysis on quantitative data has revealed attitudinal differences to be associated with how devices are being used in classrooms (i.e., on one-to-one basis or in small groups) and is also found to be gender related. Gender differences were more evident in schools where technology was available to small groups. Qualitative data obtained through open-ended questions has shed further light on how boys and girls construct their attitudes. The study findings indicate appropriate pedagogical approaches should be considered when using technology in mathematics and that providing better access to technology will help to alleviate some of the challenges related to student engagement in learning mathematics.

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