Prior work has established that cognitive and perceptual processes influence students' attention to notational structures in mathematical expressions, which in turn affects their problem-solving approaches and performance. Advances in educational technology provide opportunities to further investigate these processes, improve student learning, and…

This study employed the design-based research (DBR) methodology to explore how to design instructional prompts integrated into a computer-based cognitive tool, GeoGebra, for gifted mathematics education. This study was divided into two iterative research phases lasting for 3 semesters, in which differentiating the instructional prompts for gifted…

This study explores the effectiveness of GeoGebra in enhancing students' understanding of vectors in mathematics education. The research compares traditional teaching methods with the application of GeoGebra to determine its impact on conceptual and procedural knowledge acquisition. Vectors are often challenging for students to grasp due to their…

The COVID-19 pandemic shifted higher education online, drawing attention to synchronous learning and instruction on digital communication platforms. Learner-centered teaching practices in the tertiary level, such as mathematical discussions, have been shown to benefit student learning. The interactions involved in online synchronous mathematical…

The purpose of this research study was to understand how mathematics majors make sense of similar matrices, a linear algebra topic that is rich in internal and external connections, in a series of in-depth qualitative interviews in a technology-assisted (MATLAB) learning environment. The study was also an attempt to develop a cognitive theory in…

This quantitative non-experimental dissertation explores the impact of disruptive innovation theory in the form of computer-enhanced instruction (CEI) upon mathematics achievement. It also examines both teacher and student perceptions of CEI implementation in high school mathematics classrooms and the impacts of CEI upon student mathematics…

Solving systems of equations at school, at least in Argentina, is usually a task that students are given as a series of techniques that "allow" them to find a solution. How to overcome educational obstacles that are generated from a fragmented approach of knowledge? What can DGS do, in particular the CAS environment? What epistemic and…

In this paper we describe the design and implementation of a technology-active introductory first year university mathematics course. The design principles underpinning the course are presented. The results of the implementation show some areas where the technology-active approach has proven of value, as well as improvements that can be made for…

The math emporium model was first developed by Virginia Tech in 1999. In the emporium model students use computer-based learning resources, engage in active learning, and work toward mastery of concepts. This approach to teaching and learning mathematics was piloted in a rural STEM high school. The purpose of this experimental study was to compare…

An online testing system developed for entry-skills testing of first-year university students in algebra and calculus is described. The system combines the open-source computer algebra system "Maxima" with computer scripts to parse student answers, which are entered using standard mathematical notation and conventions. The answers can…

A mixed-method study was conducted during the Fall 2008 semester to better understand the experiences of students participating in computer-aided instruction of College Algebra using the software MyMathLab. The learning environment included a computer learning system for the majority of the instruction, a support system via focus groups (weekly…

With the aim to promote students' mathematics learning, we extended the Cognitive Tutor Algebra (CTA), a computer-based tutoring system for high school mathematics, to a collaborative setting. Furthermore we developed a collaboration script to support students' interactions. In an experimental classroom study, we compared three conditions:…

USM piloted the Math Zone in Spring 2007, a computer-based program in teaching MAT 101 and MAT 099 in order to improve student performance. This research determined the effect of the re-design of MAT 101 on student achievements in comparison to a traditional approach to the same course. Meanwhile, the study investigated possible effects of the…

Two experiments were conducted, contrasting a minimally guided discovery condition with a variety of instructional conditions. College students interacted with a computer-based tutor that presented algebra-like problems in a novel graphical representation. Although the tutor provided no instruction in a discovery condition, it constrained the…

I investigate how and whether a heterogeneous group of first-year university mathematics students in South Africa harness the potential power of a computer algebra system (CAS) when doing a specific mathematics task. In order to do this, I develop a framework for deconstructing a mathematics task requiring the use of CAS, into its primary…