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Abstract
Postsecondary institutions continue to search for effective instructional methods to meet the needs of and retain a growing population of incoming students who require mathematics remediation. The availability of textbook-based computer courseware and course management systems is becoming an attractive and promising intervention for these students. Technology, especially in the form of various Computer-Aided Instruction (CAI) environments, is considered an essential component of mathematics instruction for secondary and post-secondary students. The purpose of this study was to describe College Algebra students use of MyMathLab (MML) learning aids and their understanding of the rational function. More specifically, the study examined how and why participants used MML learning aids to solve rational function exercises across the pre-instruction, instruction, and post-instruction phases of the study.The participants used four common MML learning aids: Help Me Solve This, View an Example, Video, and Animation. Three areas (feedback, organization, and resources) were identified concerning why participants used MML learning aids to investigate problems that involved the rational function. These areas of use are suggested as a starting point for the teaching of rational functions. The participants understanding embraced the central theme of the rational function as a collection of tasks to do. The theme was based on participants views of mathematics, their use of MyMathLab learning aids, and instruction. The participants uses of the learning aids were influenced by their backgrounds, use of any other form of CAI, the structure of the curriculum, and the instructional goals. The participants tended to use the learning aids for support in completing tasks and not for making sense of the mathematics. Thus, the kind of understanding of the rational function that was developed by the participants was not permanent. Three categories of MML learning aids use (level of difficulty, problem types, and characterization of the function) associated with the theme were identified in all three phases of the study. The static nature of the categories suggested that the participants understanding of a mathematical concept was influenced by how the learning aids were used and their understanding of the concept. A modified description of the four categories of evidence was suggested for further research.