Abstract
Computer Graphics as an Instructional Aid in an Introductory Differential Calculus Course
Highlights
INTRODUCTIONThe need for a reform in content and objectives of the introductory calculus course in view of the available technology, such as the Computer Algebra Systems (CAS), has been advocated by researchers
With an of .05, the results of an independent sample t-test conducted on the ACT math sub-scores indicated no significant difference in mathematical knowledge prior to this study between the students of the experimental group (M =21.7586, SD = 3.988) and the control group (M = 21.9630, SD = 5.741), t (54) = .16, p =
The passing rates, based on the course final grades which were computed on a 4-point scale (Table 1.2), were 90% and 85%, respectively for the experimental and the control groups
Summary
The need for a reform in content and objectives of the introductory calculus course in view of the available technology, such as the Computer Algebra Systems (CAS), has been advocated by researchers. In view of the large number of students taking calculus, much concern has been expressed over the rote, manipulative learning that takes place in the course (Cipra, 1988a; Douglas, 1986; Steen, 1988; White, 1990). In order to make the content more applicable and concept-oriented, calculus courses are being designed to include a technological component, such as the Computer Algebra Systems (CAS) or programming, with the traditional lecture approach of teaching
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