Title: Assessing the Effects of the TI-89 Hand-Held Computer Algebra System in a First Year Calculus Sequence

Author: Mary Ann Connors* (am1336@exmail.usma.army.mil)

Affiliation: Department of Mathematical Sciences, U. S. Military Academy, West Point, USA

Abstract: This report presents the process, impact, and results of the integration of the TI-89 hand-held Computer Algebra System (CAS) into the first year calculus sequence at the United States Military Academy at West Point (USMA) during the 1999-2000 academic year. The study investigated the impact of the TI-89 hand-held Computer Algebra System (CAS) on student achievement and attitudes. The researchers analyzed data from an experimental study conducted at USMA in 1998-2000. Scores of common final exam questions were compared between students who used the hand-held CAS in 1999-2000 and students who used a different calculator in 1998-1999. The results of the achievement study indicated that the TI-89 hand-held CAS experimental group attained a higher mean score than the control group on thirteen of twenty items. Among the twenty items, the only significant differences in mean scores (p < 0.05) were found in eight of the items favoring the experimental group. The attitude study included an eight-year longitudinal attitude study as well as a calculator survey developed specifically for this study with data collected each semester. Within the Department of Mathematical Sciences, instructors teach in small sections, follow a common syllabus, use the same text and administer common projects and exams. The only significant change in both the first and second semester calculus courses for the 1999-2000 academic year was the use of the TI-89 CAS. Course faculty participated in several TI-89 faculty development sessions prior to and during each semester. Faculty received The TI-89 in Discrete Dynamical Systems and Calculus, a resource document written by Mary Ann Connors under an Academy technology grant. The document presents a combination of numerical, graphical and analytical methods to develop comprehension of mathematical concepts. Exercises illustrate how to implement the technology as a tool in the problem solving process. During the integration process, it became apparent that these faculty development efforts are extremely important and beneficial.