@phdthesis{yar:effec,
author = "C. H. Yarema",
title  = "Effects of use of a context approach to calculus on students'
critical thinking abilities, content acquisition, and attitudes toward mathematics",
school = "East Texas State University",
year   = "1995",
annote = "\begin{quote} \small
Purpose of the study. The study determined whether significant
differences in critical thinking abilities, content acquisition, and
students' attitudes toward mathematics existed between a group of Calculus
I students who participated in a contextual approach to the teaching of
calculus (experimental) and a group of Calculus I students who received
traditional instruction (control). Additionally, the relationship between
the contextual approach and retention in the freshman calculus sequence was
explored.
Procedure. A pretest-posttest, nonrandomized design was used for the
study. Forty-four students served as the sample. Data were gathered by
surveys along with the following instruments: the Cornell Critical Thinking
Test (Level Z), Anttonen's 'Mathematics and Me' Attitude Toward Mathematics
Instrument, and Calculus I Skills Test. Treatment lasted one semester. Data
were treated through the application of analysis of variance, paired
t-tests, and chi-square tests.
Results. A significant difference between the two groups' mean calculus
scores was determined favoring the traditional group. No significant
difference in critical thinking scores between groups was found. Marginal
gains in critical thinking ability were noted for all students. The control
group showed a significant gain in critical thinking ability. No
significant difference in students' attitudes toward mathematics was
determined. No relationship was found between the contextual approach and
retention in Calculus I. A marginal relationship was detected between the
contextual approach and completion of Calculus II.
Conclusions. On the basis of the findings, the following conclusions
were drawn: (1) It is indeterminate whether Calculus I students' critical
thinking abilities increase more under a traditional approach or under a
contextual approach. (2) Participation in a traditionally taught Calculus I
increases critical thinking ability. (3) It is indeterminate whether
Calculus I students' attitudes toward mathematics improve more under a
traditional approach or under a contextual approach. (4) Calculus I
students taught by the traditional approach acquire better symbolic
manipulation skills. (5) Students taught by the contextual approach tend to
finish Calculus II.
\end{quote}",
,
source = "SigmaaOnRume",
}