Abstract
This study compared a traditional lecture‐based college algebra course to an experimental algebra course. The experimental course stressed active student involvement and the use of the computer as a tool to explore mathematics. One hundred thirty‐seven subjects were divided into an experimental group and a control group. Subjects in the experimental group scored significantly higher than the control group on a final measure of inductive reasoning, visualization, and problem solving while maintaining an equivalent level of manipulation and computation skills. However, the attitude of subjects in the experimental group towards the use of the computer in learning mathematics declined significantly.
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