Cognitive Computer Tools in the Teaching and Learning of Undergraduate Calculus

Autor/in	Borchelt, Nathan
Titel	Cognitive Computer Tools in the Teaching and Learning of Undergraduate Calculus
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 1 (2007) 2, Artikel 12 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Calculus; Mathematics Instruction; College Mathematics; Computer Uses in Education; Educational Technology; Cooperative Learning; Cognitive Processes; Difficulty Level; Questionnaires; Assignments; Group Discussion; Video Technology; Coding; Thinking Skills; Problem Solving; Undergraduate Students; Ethnography; Participant Observation; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Computernutzung; Unterrichtsmedien; Kooperatives Lernen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Fragebogen; Assignment; Auftrag; Zuweisung; Gruppendiskussion; Codierung; Programmierung; Denkfähigkeit; Problemlösen; Ethnografie; Teilnehmende Beobachtung
Abstract	The purpose of this study was to explore the use of a cognitive computer tool by undergraduate calculus students as they worked cooperatively on mathematical tasks. Specific attention was given to levels of cognitive demand in which the students were engaged as they completed in-class labs with the assistance of MathCAD. Participants were assigned to eight heterogeneous working groups consisting of four students each. One group was chosen as the focus of the case study. Data included student questionnaires, individual interviews, assignments, audio transcriptions of student discussions, and video recordings. Open and axial coding was used to analyze the data. Participants believed that the use of MathCAD allowed them to explore mathematics, spend more time on interpreting results, and focus on understanding. The cognitive computer tool reduced the reliance on low-level thinking skills and allowed for creativity in problem solving, permitting students to move toward high levels of thinking. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01