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Peer reviewedPierce, Robyn; Stacey, Kaye – Mathematics Education Research Journal, 2001
Reports on the responses of students using a computer algebra system (CAS) called DERIVE in an introductory calculus course at undergraduate level. Indicates that the use of this technology was a catalyst for students to use three types of learning strategies: (1) regularly using multiple representations, (2) discussing meaning with peers and…
Descriptors: Algebra, Calculus, Computer Uses in Education, Educational Technology
