Abstract
During the first 12 weeks of an applied calculus course, two classes of college students (n=39) studied calculus concepts using graphical and symbol-manipulation computer programs to perform routine manipulations. Only the last 3 weeks were spent on skill development. Class transcripts, student interviews, field notes, and test results were analyzed for patterns of understanding. Students showed better understanding of course concepts and performed almost as well on a final exam of routine skills as a class of 100 students who had practiced the skills for the entire 15 weeks.
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