On the influence of software application for visualization in teaching double integrals
Abstract
In this paper the authors described the influence of the computer-based environment on students' learning achievement of the multidimensional calculus, in particular double integrals. The research was conducted with the second year students at the University of Kragujevac, Serbia, with two groups of students: the experimental and the control one. During the learning process of the experimental group, the materials made in Wolfram Mathematica were used for visualization. Students from the experimental group used these materials in order to successfully solve their double integral tasks. In the control group, students did not use a computer. The students in both groups got the identical tasks in their learning process and for the exam. During the exam, the students from both groups were not allowed to use computers. The results of the students' exam tasks were analyzed, with the emphasis on influence of visualization using computer environment, in determining the domain and integration b...ounds within solving double integrals. It was shown that the students from the experimental group had better results in all the exam tasks and that the software application for the visualization of multivariate functions contributed to better students' achievements in determining the domain of integration and the integration bounds in order to solve double integrals.
Keywords:
visualization / multivariate calculus / dynamic software environment / double integrals / CalculusSource:
Interactive Learning Environments, 2022, 30, 7, 1291-1306Publisher:
- ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, ABINGDON
DOI: 10.1080/10494820.2020.1719164
ISSN: 1049-4820
WoS: 000513756000001
Scopus: 2-s2.0-85079424165
Collections
Institution/Community
Učiteljski fakultetTY - JOUR AU - Milenković, Aleksandar AU - Takači, Đurđica AU - Božić, Radoslav PY - 2022 UR - https://redun.educons.edu.rs/handle/123456789/475 AB - In this paper the authors described the influence of the computer-based environment on students' learning achievement of the multidimensional calculus, in particular double integrals. The research was conducted with the second year students at the University of Kragujevac, Serbia, with two groups of students: the experimental and the control one. During the learning process of the experimental group, the materials made in Wolfram Mathematica were used for visualization. Students from the experimental group used these materials in order to successfully solve their double integral tasks. In the control group, students did not use a computer. The students in both groups got the identical tasks in their learning process and for the exam. During the exam, the students from both groups were not allowed to use computers. The results of the students' exam tasks were analyzed, with the emphasis on influence of visualization using computer environment, in determining the domain and integration bounds within solving double integrals. It was shown that the students from the experimental group had better results in all the exam tasks and that the software application for the visualization of multivariate functions contributed to better students' achievements in determining the domain of integration and the integration bounds in order to solve double integrals. PB - ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, ABINGDON T2 - Interactive Learning Environments T1 - On the influence of software application for visualization in teaching double integrals EP - 1306 IS - 7 SP - 1291 VL - 30 DO - 10.1080/10494820.2020.1719164 UR - conv_1025 ER -
@article{ author = "Milenković, Aleksandar and Takači, Đurđica and Božić, Radoslav", year = "2022", abstract = "In this paper the authors described the influence of the computer-based environment on students' learning achievement of the multidimensional calculus, in particular double integrals. The research was conducted with the second year students at the University of Kragujevac, Serbia, with two groups of students: the experimental and the control one. During the learning process of the experimental group, the materials made in Wolfram Mathematica were used for visualization. Students from the experimental group used these materials in order to successfully solve their double integral tasks. In the control group, students did not use a computer. The students in both groups got the identical tasks in their learning process and for the exam. During the exam, the students from both groups were not allowed to use computers. The results of the students' exam tasks were analyzed, with the emphasis on influence of visualization using computer environment, in determining the domain and integration bounds within solving double integrals. It was shown that the students from the experimental group had better results in all the exam tasks and that the software application for the visualization of multivariate functions contributed to better students' achievements in determining the domain of integration and the integration bounds in order to solve double integrals.", publisher = "ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, ABINGDON", journal = "Interactive Learning Environments", title = "On the influence of software application for visualization in teaching double integrals", pages = "1306-1291", number = "7", volume = "30", doi = "10.1080/10494820.2020.1719164", url = "conv_1025" }
Milenković, A., Takači, Đ.,& Božić, R.. (2022). On the influence of software application for visualization in teaching double integrals. in Interactive Learning Environments ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, ABINGDON., 30(7), 1291-1306. https://doi.org/10.1080/10494820.2020.1719164 conv_1025
Milenković A, Takači Đ, Božić R. On the influence of software application for visualization in teaching double integrals. in Interactive Learning Environments. 2022;30(7):1291-1306. doi:10.1080/10494820.2020.1719164 conv_1025 .
Milenković, Aleksandar, Takači, Đurđica, Božić, Radoslav, "On the influence of software application for visualization in teaching double integrals" in Interactive Learning Environments, 30, no. 7 (2022):1291-1306, https://doi.org/10.1080/10494820.2020.1719164 ., conv_1025 .