Effects of computer algebra systems on teaching mathematics in blended learning environments

The aim of this study is to examine the effect of Computer Algebra Systems (CAS) on academic success, conceptual understanding, computational skills and problem-solving skills of definite integral teaching in Blended Learning Environments. The sample group of this study consists of 43 students from Computer and Instructional Technologies, who are in their first year and taking Mathematics course. The sample has been separated into two groups as 21 (experimental group) and 22 students (control group) according to General Mathematics Prerequisite Test and Mathematics Attitude Measure which were used as pretests. In Blended Learning Environments, while the experimental group has been taught the things based on constructivist approach and supported by CAS in order to observe the effect of CAS, the control group has been taught the thing only based on constructivist approach. After seven weeks (28 lesson hours) of experimentation, Definite Integral achievement and mathematics attitude measure post tests have been applied, and quantitative data has been collected for analysis. According to the general results of subscales of the definite integral and definite integral achievement test, the students in the experimental group were more successful than the students in the control group. It is determined that CAS support doesn't have a positive effect on attitude towards mathematics at a significant level.