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This study investigated students' conceptual and procedural understanding of calculus within the context of an engineering mechanics course. Four traditional calculus students were compared with three students from one of the calculus reform projects, Calculus & Mathematica. Task-based interviews were conducted with each participant throughout the course of the ten-week quarter. Results from interviews show a distinct difference in approaches to solving engineering mechanics problems that involve calculus. Calculus & Mathematica students, who learned calculus with a conceptual emphasis, were found to be more likely to solve problems from a conceptual viewpoint than were the traditional students, who were more likely to focus on procedures.
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