| The purpose of this study was to investigate the potential benefits of calculator-based laboratory (CBL) activities on students' understanding of the function concept and graphing in a Standards-based college algebra course.;This study utilized a quasi-experimental nonequivalent control group design in which two instructors each taught one experimental and one control college algebra class. During a six-week period, students in the experimental group (n = 29) participated in ten CBL activities while the control group (n = 27) participated in non-CBL graphing calculator activities. Collaborative work and conceptual understanding were emphasized in both groups.;O'Callaghan's function model was used as a framework for describing a conceptual knowledge of functions. Data were collected via a pretest, posttest, two questionnaires and an interview guide. A modified version of O'Callaghan's function test served as the pretest/posttest instrument and was used to assess students' understanding of the function concept in four component areas: interpreting, translating, reifying, and modeling. Multivariate and univariate analyses performed on the posttest total and component scores revealed that the experimental group had significantly higher scores in all categories.;Items from the function test were also analyzed for potential graph-as-picture and slope vs. height misconceptions. An ANOVA revealed a statistically significant difference in the pretest to posttest gain scores, relative to the graph-as-picture items, in favor of the CBL group. An ANCOVA, with pretest slope vs. height scores as the covariate, revealed no statistically significant difference in the slope vs. height gain scores for the two groups. Qualitative analyses of interview and questionnaire data supplemented the quantitative analyses and provided insight into the quantitative findings.;The findings of this study indicate that CBL activities may aid students in constructing appropriate webs of related concepts and promote students' structural understanding of the function concept and ability to qualitatively interpret graphs. Using collaborative CBL activities to introduce and explore functional concepts is, therefore, recommended for inclusion in the college algebra curriculum. |
