January 1998, Vol. 29, Issue 1
Computer-Intensive Algebra and Students' Conceptual Knowledge of Functions
Brian R. O'Callaghan
This article
describes a research project that examined the effects of the
Computer-Intensive Algebra (CIA) and traditional algebra curricula on
students' understanding of the function concept. The foundation for the
research is a proposed conceptual framework that describes function knowledge
in terms of component competencies. The results indicated that the CIA
students achieved a better overall understanding of functions and were better
at the components of modeling, interpreting, and translating. No significant
differences were found for reifying, which emerged as the most difficult
component in the proposed function model. Further, the CIA students showed
significant improvements in their attitudes toward mathematics, were less
anxious about mathematics, and rated their class as more interesting. A
higher percentage of students successfully completed the CIA course.
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