Mechanics Course

This study investigated students ' conceptual and procedural understanding of calculus within the context of an engineering mechanics course. Four traditional calculus students were compared with three students from one of the calculus reform projects, Calculus & Mathematica. Task-based interviews were conducted with each participant throughout the course of the 10-week quarter. Results from interviews show a distinct difference in approaches to solving engineering mechanics problems that involve calculus. Calculus & Mathematica stydents, who learned calculus with a conceptual emphasis, were found to be more likely to solve problems from a conceptual viewpoint than were the traditional students, who were mcre likely to focus on procedures. (Author) Reproductions supplied by EDRS are the best that can be made from the original document