| This study examines the use of the computer algebra system (CAS) Mathematica in traditional differential equations classes. One objective of the study was to determine if the use of Mathematica as a classroom demonstration tool affects achievement in solving differential equations. A second objective was to determine if the use of Mathematica in this way affects student attitudes toward computers, Mathematica, and differential equations. The last objective was to determine if students would use Mathematica for differential equations if student use were optional.;The study was conducted in four sections of an elementary differential equations course, two using a CAS and two using traditional instruction. Effectiveness of instruction was determined by measuring achievement levels on examinations of relevant material. Student use of Mathematica and attitudes toward computers, Mathematica, and differential equations were measured with student questionnaires and interviews. Student use of Mathematica was not required during the treatment period.;It was found that Mathematica as a demonstration tool did not improve achievement in solving differential equations. Both experimental classes' computer attitudes changed significantly, but the classes did not attribute these changes to Mathematica. Students attitudes concerning Mathematica were mixed, and few students used Mathematica outside of class when it was available to them. |
