Deep and surface learning of elementary calculus concepts in a blended learning environment

Abstract: Poor results in mathematics at South African higher education institutions have been the centre of academic debate. Mathematics forms the core for engineering and science studies at institutions of higher learning. However, analysis of student's performance in mathematics tasks reveals that mastery of skills is not acquired. This paper focuses on students understanding of elementary calculus in a blended learning course at a University of Technology (UOT). Conventional lectures were integrated with the computer laboratory teaching environment to promote interactive and discovery learning. Projects were designed to support the development of calculus frames in conjunction with a theoretical framework that was used in analyzing students understanding of integral calculus concepts. The students in the blended learning mathematics course (experimental group) was also compared to students that were traditionally lectured (control group). Both groups were assessed by the modified Orton's battery of tests on integral calculus. The experimental group exhibited deep learning of concepts, while the control group possessed more surface structures