A graphics calculator-based college algebra curriculum: Examining the effects of teaching college algebra through modeling and visualization to enhance students' achievement in and attitudes toward mathematics

The purpose of this study was to investigate the effect a graphics calculator-based curriculum had on (a) students' achievement in college algebra, (b) students' conceptual understanding of functions, and (c) students' attitudes toward mathematics. Three separate but related studies (i.e., survey, content analysis, and experimental) were conducted to gain insight into these phenomena.; A national random survey of 100 two-year colleges revealed that there was a near even split between schools in which graphics calculators were required (46%) and in schools in which calculators were optional (50%). A limited content analysis involving 12 of the 42 books cited in the survey revealed that only 1 book truly integrated the graphics calculator and promoted critical thinking. The experimental component was based on four sections (N = 63) of college algebra (MAC 1105) at Indian River Community College during the Fall 2001 semester. Two classes implemented the graphics calculator-based curriculum and two classes implemented the traditional college algebra curriculum. Students in all classes were pre- and posttested for both their understanding of functions and their attitudes toward mathematics. Students were also administered a comprehensive departmental final examination to access their overall college algebra achievement.; After a 16-week treatment period, data were analyzed using MANCOVA techniques. Results indicated that the group membership effect on the three dependent variables was significant. Separate follow-up univariate hierarchical analyses relative to students' attitudes revealed that the unique contribution of group membership was significant. Thus, students who completed a graphics calculator-based college algebra curriculum had significantly more positive attitudes toward mathematics than those who completed a traditional curriculum. This result is supported by several other studies (Averbeck, 2001; Durmus, 1999; O'Callaghan, 1998; Adams, 1997). Although none of the research factors made a significant contribution to explaining the variability in scores of students' conceptual understanding of functions and overall college algebra achievement, treatment group students consistently out performed control group students on both the function test and the comprehensive departmental final examination.