A qualitative study of interactions, concept development and problem-solving in a calculus class immersed in the computer algebra system Mathematica(TM)

The study took place at a large, midwestern, state university during the academic year 1990-1991. The participants in the study were enrolled in a calculus sequence taught using the computer algebra system Mathematica;This study documents improvement in the understanding of the concept of derivative by the middle of the second quarter of calculus. All participants developed a strong connection between the concept of derivative and slope.;Problem solving responses fell in the four categories: (a) non-response, failure to engage in problem solving activity; (b) single-strategy, attempts to solve problems using only one approach with no attempt to try alternate methods; (c) multiple-strategy without success, attempts to solve problems using multiple strategies that resulted in no partial or complete solutions; and (d) multiple-strategy with success, attempts to solve problems with multiple strategies that led to partial or complete solutions. When using Mathematica;Students ranked middle or low in ability at the beginning of the course were more likely to experiment and try varied approaches to problems. Higher level students exhibited the most difficulty often failing to attempt problems or to use multiple strategies.;Questions for future investigation include: Does the concept of integral develop further in subsequent quarters? How do students perform in subsequent courses? Would the performance of high, middle, and low ability students in other computer algebra calculus settings be consistent with these results? Do students with no previous calculus experience perform as well in this environment?...