A Visually-Enhanced Approach to Multivariate Calculus Facilitated by a Computer Algebra System

This study investigated the effects of a visually-enhanced approached to the teaching of selected multivariate calculus concepts on students’ mathematical understanding and visualization. The sample size consisted of 65 undergraduate students from Miami Dade College, a large Hispanic Serving Institution in the Southeast. A pretest – posttest, nonequivalent group design was used. CAS dynamic worksheets containing visualizations and geometric representations were created using a computer algebra system and embedded as part of the lecture in the experimental group. Instructor-developed instruments were used to measure students’ prerequisite knowledge for multivariate calculus, and students’ mathematical understanding of selected concepts. Furthermore, Yoon (2011)’s Revised PSVT: R was used to measure students’ spatial ability. Results from the statistical tests supported the hypothesis that enhancing the visual/geometric aspects of selected multivariate calculus concepts have a positive effect on students’ mathematical understanding and spatial ability