Abstract
This article details the results of testing an e-book in two differential calculus classes. Although we, as math instructors, were drawn to the components of the e-book that promote conceptual understanding-such as the interactive figures-the students reported liking the assessment support most. We found that students were initially excited about the interactive figures, but the majority did not use them much over the term. The students who did make use of the interactive figures, however, also reported that the figures improved their understanding of calculus concepts.
Original language | English (US) |
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Pages (from-to) | 160-174 |
Number of pages | 15 |
Journal | PRIMUS |
Volume | 24 |
Issue number | 2 |
DOIs | |
State | Published - Feb 2014 |
Funding
Jamison Wolf was very helpful in discussing this project, and we thank him for his help. We also thank the anonymous referees for their helpful comments and suggestions. The third author additionally acknowledges partial support from the Searle Center for Teaching Excellence at Northwestern University for work on this project.
Keywords
- Calculus
- e-books
- interactive figures
- technology
ASJC Scopus subject areas
- General Mathematics
- Education