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Computer-Intensive Algebra and Students' Conceptual Knowledge of Functions
ARTICLE

Journal for Research in Mathematics Education Volume 29, Number 1, ISSN 0021-8251

Abstract

Describes a research project that examined the effects of the Computer-Intensive Algebra (CIA) and traditional algebra curricula on students' (N=802) understanding of the function concept. Results indicate that CIA students achieved a better understanding of functions and were better at the components of modeling, interpreting, and translating. Concludes that the CIA students showed significant improvements in their attitudes towards mathematics. Contains 38 references. (Author/ASK)

Citation

O'Callaghan, B.R. (1998). Computer-Intensive Algebra and Students' Conceptual Knowledge of Functions. Journal for Research in Mathematics Education, 29(1), 21-40. Retrieved December 5, 2019 from .

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