The effect of computer algebra systems in the constructivist approach based cooperative learning environment on mathematical thinking and academic performance of students

The aim of this study is to examine the effect of Computer Algebra Systems (CAS) on academic success, gender differences, mathematical thinking, conceptual understanding, computational skills and problem solving skills of first year undergraduate students calculus lesson.For this study a class from first year classes of Primary Mathematics Education Department of Gazi Faculty of Education of Gazi University was chosen. The class was divided into two groups as experimental and control groups which are equivalent according to their pre-calculus knowledge, attitudes towards mathematics and gender. There were 22 students in the experimental group and 21 students in the control group.. In order to determine the effect of CAS the experimental group was taught in the constructivist approach based cooperative learning environment supported with CAS (Maple) and the control group was taught only according to the constructivist approach based cooperative learning environment. After a treatment of 7 weeks (42 lessons) a post-test and a post attitude scale were applied. The collected data were analyzed with parametric and non-parametric statistical tests and the results below were determined.According to the general results of post-test the students in the experimental group were more successful than the students in the control group. According to the sub-scale results of the post-test while two groups have closer means in the questions involving computational understanding and problem solving skill, there was a significant difference in favor of experimental group treated with CAS in the questions involving procedural understanding.When the attitudes of students towards mathematics were examined, although there is a little difference between experimental and control group, statistically their attitudes remains same after the treatment. It is determined that CAS support doesn?t have a positive effect at significant level on attitude towards mathematics.According to the results of this study, it is determined that at significant level CAS supported instruction in ?Calculus? lesson affects positively academic success, conceptual understanding and mathematical thinking of the students in the teaching on applications of derivative concept.