ERIC Number: ED389622
Record Type: RIE
Publication Date: 1995-Oct
Visualization and Students' Performance in Technology-Based Calculus.
The relationship between college students' preferred mode of processing mathematical information--visual or nonvisual--and their performance in calculus classes with and without technology was investigated. Students elected one of three different versions of an introductory differential calculus course: using graphing calculators, using the computer algebra system "Mathematica," or using no technology. A total of 139 students participated in the research. Presmeg's Mathematical Processing Instrument (MPI) was used to determine students' visual processing preference. The interactions of students of different visual processing preferences with the software "Mathematica" were also investigated using task-based interviews. Results from the sections using graphing calculators suggest that appropriate uses of technology may equally benefit students of different cognitive styles. Contains 29 references. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177.