An integration of the computer algebra system DERIVE into instruction of linear programming

The effective use of technology for assistance in instruction is an integral part of national reform in the teaching of mathematics. The computer algebra system DERIVE was integrated into instruction of linear programming concepts for two large classes of Calculus for Business Administration and Social Sciences at the University of South Carolina-Columbia. Approximately 70 students were in each class and the instructional module was one month in length. In one class labeled INT for interactive, DERIVE was used both for in-class demonstration and for use by students. In a second class labeled NINT for noninteractive, DERIVE was used for demonstration purposes only. Comparisons of student achievement and attitude were made between the classes. A test was designed and administered to the two classes following the instruction. ANCOVA with SAT-M scores as a covariate indicated no significant differences in achievement. One-way ANOVA indicated no differences in student attitudes toward mathematics between the INT class, the NINT class, and a third class not integrating the computer, the NC class.;This study was both experimental and developmental. The developmental portion of the study involved the determination of effective methods for using a computer algebra system for the instruction of problem-solving for linear programming. Use of the system's algebraic, matrix, and graphing capabilities provided novel ideas for teaching. The final product includes exercises used for in-class demonstrations. The specific DERIVE commands used and the methods for their use are illustrated.;The additional amount of work required for both the students and the instructor for the INT class as compared to the NINT class, combined with information from the data analysis, led to the following conclusion: Given a similar setting, use of DERIVE would be preferred over nonuse, but use would be restricted to demonstration purposes only. Special aspects of technology integration which one needs to consider when the instruction is for large classes are discussed. The impact of the time interval during the semester for which the computer was integrated is examined. The period of time allotted for computer use was relatively short compared to the full semester.