An experimental college level course, Functions and Statistics with Computers, was designed using the textbook Functions Statistics and Trigonometry with Computers developed by the University of Chicago School Mathematics Project. A case study of this course and its influence on a more traditional course is described. Students in the experimental course were compared with students in the traditional course based on attitude toward mathematics and achievement in mathematics. Experimental course students showed a significant gain in confidence about learning and performing well in mathematics. Final grade distributions for the experimental and traditional courses were similar, although experimental course students entered the course with somewhat weaker mathematical backgrounds. On a course evaluation document, students in the experimental course reported that computer laboratory activities helped them understand course material. Based on an analysis of the attitude, achievement and course evaluation data, the traditional course was modified to deemphasize algebraic manipulation, emphasize modeling and applications and to include computer laboratory activities.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education