The effect of computer algebra systems on the teaching of derivative concept

ABSTRACT THE EFFECT OF COMPUTER ALGEBRA SYSTEMS ON THE TEACHING OF DERIVATIVE CONCEPT ( Ph. D. Thesis ) Yılmaz AKSOY Gazi University Institute of Education Sciences May 2007 The aim of this study is to examine the effect of Computer Algebra Systems (CAS) on academic success, conceptual understanding, computational skill and problem solving skill of first year undergraduate students in the teaching of derivative concept in 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. The attitudes of students in the experimental group towards computer were identified. In order to determine the effect of CAS the experimental group was taught according to constructivist approach supported with CAS (Maple) and the control group was taught only according to constructivist approach. After a treatment of 5 weeks (30 lesson) a post-test and post attitude scales were applied. The collected data were analyzed with parametric and non-parametric statistical tests and the results below were determined. vi 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 conceptual understanding. As a result of this study it is reveal that CAS support affects positively conceptual understanding of the students. 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. It is seen that there is a statistically significant difference between preattitudes and post-attitudes of students in the experimental group towards computer. According to the results of this study, it is determined that at significant level CAS supported instruction in ?Calculus? lesson affects positively academic success and conceptual understanding of the students in the teaching of derivative concept. Also, in the frame of findings of this study, by accommodating the discussion part with the literature we include some implications both for application and for educators and people who wants to make a research in this subject.