Observations on students' responses to learning in a CAS environment

Abstract

This paper reports on the responses of students using DERIVE, a computer algebra system, in an introductory calculus course at undergraduate level. There was strong evidence that the use of this technology was a catalyst for students to use three learning strategies which the literature links to enhanced learning outcomes: regularly using multiple representations, discussing meaning with peers and teachers, and including the computer in the conference process. Students felt that using DERIVE in their classes aided but did not underpin their learning of mathematics.