Abstract
The purpose of this study was to determine if the use of a
graphical teaching and learning approach via the graphing
calculator enhances students’ understanding of the formal
definition of limit. College students in six sections of
Calculus I participated by completing a test prior to the
introduction of the definition, and completing a second
similar test after covering this topic. Students in four
sections received traditional instruction on the formal
definition of limit, but in two other sections an approach
utilising graphing calculators was incorporated into the
instruction for one and two days, respectively. Students who
received the graphical instruction for two days performed
significantly better on all but one of the conceptual items on
the post-test, as compared to the students who received
traditional instruction and with those who received the
graphical instruction for only one day.
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