Det finns ett stort utbud av digitala läromedel idag vilket kräver ökad kompetens att kunna värdera och välja lämpligt digitalt läromedel till undervisningen. Flera digitala läromedel marknadsförs som program innehållandes färdighetsträning. Färdighetsträning har handlat om att utveckla procedur- och begreppsförmågan frånskilt från de matematiska förmågorna: problemlösnings-, resonemangs- och kommunikationsförmågan.  Enligt forskning främjas utvecklingen av procedur- och begreppsförmågan om de tränas parallellt med de ovan nämnda matematiska förmågorna. Forskare menar att procedur- och begreppsförmågan utvecklas främst genom rika uppgifter där procedurer och begrepp diskuteras. Forskare menar dock att färdighetsträning i digitala läromedel ofta är designade som frågesportslekar vilket tenderar till att enbart främjar ytligt lärande. Forskare säger även att designen i digitala läromedel kan innehålla överflöd av visualiseringar som påverkar koncentrationen negativt. De säger också att återkopplingen oftast kommenterar svarets korrekthet istället för att stödja elevens utveckling av sin matematiska förståelse. Syftet med studien är att ta reda på om det digitala läromedlet Bingel erbjuder färdighetsträning som involverar dessa matematiska förmågor vid träning av procedur- och begreppsförmågan. Vidare undersöks hur designvalet kan påverka utvecklingen av procedur- och begreppsförmågan. För att besvara studiens syfte använder studien två olika ramverk som dels ser till designen av det digitala läromedlet, dels hur det digitala läromedlet involverar matematiska förmågor. Resultatet visar att designen av uppgiftstypen inte involverar fler matematiska förmågor förutom procedur- och begreppsförmågan och träningen av procedurer och begrepp främjar enbart ytligt lärande. Vidare visar designen gällande återkopplingen att den inte uppmuntrar till att utveckla djupare förståelse. / There is a big variety of digital teaching materials today which requires higher digital competence to choose the appropriate digital teaching material for the education. Several digital teaching materials are marketed as containing skills training. Skills training has been about developing procedural and conceptual knowledge apart from the other mathematical competences: communication, reasoning and problem-solving competency. Studies have shown that the development of procedural and conceptual knowledge fosters when practiced parallel with the other mathematical competencies mentioned above. Procedural and conceptual knowledge foster through rich tasks where procedures and concepts are discussed, according to researchers. Furthermore, researchers claim that skills training in digital teaching materials are often designed as pop-quizzes which only foster surface learning. Researchers also claim that the design often contains an abundance of visual effects which can impair concentration. They also say that the feedback given is often in the form of comments on the correctness of the answers rather than the improvement of the student’s own development of mathematical understanding. The purpose of this study is to examine if the digital teaching material Bingel offers skills training that involves these competencies in the practicing of procedural and conceptual knowledge. Furthermore, this study examines if the design can affect the development of the procedural and conceptual knowledge. This study uses two different theoretical frameworks to be able to look into the design of the digital teaching material and also how the mathematical competencies are integrated. Results show that the design of the task does not involve more mathematical competencies other than the procedural and conceptual knowledge which are trained to foster surface learning. Furthermore, the design of the feedback does not foster deeper understanding.

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The purpose of this study was to investigate the effects of metalinguistic knowledge and language learning aptitude on second language (L2) procedural knowledge. Three lines of inquiry were undertaken: (a) confirming the factorial structure of metalinguistic knowledge and language learning aptitude; (b) testing the relative effects of metalinguistic knowledge and language learning aptitude on L2 procedural knowledge; and (c) assessing the relative contributions of receptive and productive metalinguistic knowledge and components of language learning aptitude to L2 procedural knowledge. Two-hundred-forty-nine Japanese university students participated. One receptive and two productive tests of metalinguistic knowledge related to metalinguistic terminology and English grammatical rules were administered. Learners' language learning aptitude was measured using the Lunic Language Marathon, which consisted of four scales: number learning, sound-symbol association, vocabulary learning, and language analytical ability. Participants' L2 procedural knowledge was assessed through performance on a timed writing task. The writing samples were scored for overall quality, L2 complexity, accuracy, and fluency. The scores from each test were subjected to Rasch analyses to investigate the construct validity and unidimensionality of the instruments. The results of the Rasch analyses indicated that the test items fit the Rasch model, supporting the construct validity of the instruments. The unidimensionality of each instrument was established through Rasch principal component analyses. Interval-level Rasch measures were used for the subsequent analyses. The results of exploratory and confirmatory factor analyses indicated that metalinguistic knowledge and language learning aptitude were distinct constructs. A two-factor model showed good model fit and explained the relationship between the two constructs. Structural equation modeling revealed that metalinguistic knowledge significantly predicted L2 procedural knowledge, complexity, accuracy, and fluency. Language learning aptitude, however, was not a statistically significant predictor of the L2 procedural knowledge variables. The results of a path model analysis indicated that productive metalinguistic knowledge was the strongest predictor of L2 procedural knowledge, language analytical ability predicted receptive metalinguistic knowledge, and number learning was negatively associated with L2 procedural knowledge. The findings point to the facilitative role of metalinguistic knowledge in L2 learning and the viability of L2 declarative knowledge becoming proceduralized through practice. / Applied Linguistics

Abstract The aim with this study is to examine how practicing history teachers in upper secondary school deal with historical thinking concepts. The three main questions are: which concepts do teachers use in their courses and when do they use them? How can teachers’ use of different historical thinking concepts be described in terms of reconstruction and construction? What factors influence teachers when they work with historical thinking concepts?   To answer these questions, the material, for example tests, lesson plans and notes of seven teachers has been analyzed. These analysis were followed by interviews with the teachers.   The empirical data have been handled in two steps. The first step is a survey of what historical thinking concepts teachers use and when they use them. The survey was done as a detailed reading of the teachers’ material. In this survey two historical thinking concepts, evidence and cause and consequence, have been selected for further analysis, which is the second step.   The results show that when teachers deal with the historical thinking concept of evidence they show their students models and ways to handle evidence. This is not the case when teachers handle the historical thinking concept of cause and consequence. Models are shown here as well but not to the same extent. The result also shows that the teachers’ handling of evidence in a greater extent leads to construction compared with their handling of cause and consequence.   The explanations provided in the study also point to the different character between the two concepts and what form of test the teachers’ use and what words are used to communicate for example cause and consequence. Furthermore, the explanations also indicate that the teachers’ view of what historical knowledge contains of, together with what kind of students and what other subject they teach play some part in their dealing with historical thinking concepts. / Vilka tankeredskap hanterar historielärare i sin undervisning och när framkommer dessa i de kurser lärare undervisar i? Hur hanterar lärare tankeredskap i termer av rekonstruktion och konstruktion? Dessa frågor ställs i denna studie som bygger på en analys av sju lärares undervisningsmaterial och på uppföljande intervjuer med lärarna. I den första delen kartläggs de tankeredskap som lärare hanterar i hela kurser som de undervisar i. Ett resultat av denna del är att orsak och konsekvens är det dominerande tankeredskapet som lärare hanterar. Ett annat resultat är att tankeredskapens förekomst i lärarnas kurser uppvisar stora variationer. I den andra delen sker en fördjupad analys av två tankeredskap, källor och källkritik samt orsak och konsekvens. I denna analys framkommer att lärarnas hanterande av källor och källkritik i större utsträckning kan beskrivas i termer av konstruktion, jämfört med lärarnas hanterande av orsak och konsekvens. I analysen framkommer också att lärare kan hantera tankeredskap i två steg; det som i studien kallas tankeredskap som modell respektive tankeredskap som process. / <p>Ingår i CSD-serien.</p> / Ingår i CSD-serien

>Magister Scientiae - MSc / Students frequently leave first-year physical science classes with a dual set of physical laws in mind- the equations to be applied to qualitative problems and the entrenched set of concepts, many erroneous, to be applied to qualitative, descriptive, or explanatory problems. It is in this sense that the emphasis of this study is on ‘change’ rather than acquisition. Thus, a blend of theoretical framework was considered according to the aim of the study. Of immediate relevance in this regard within the “constructivist paradigm” are: Posner, Strike, Hewson and Gertzog’s (1982) conceptual change theory and the revised Bloom’s Taxonomy. Moreover, the very shift or restructuring of existing knowledge, concepts or schemata is what distinguishes conceptual change from other types of learning, and provides students with a more fruitful conceptual framework to solve problems, explain phenomena, and function in the world (Biemans & Simons, 1999; Davis, 2011). A quasi-experimental design was adopted to explore pre-service teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science. Sixteen second and third year pre-service teachers in one of the historically black universities in the Western Cape, South Africa, participated in the study. Two inseparable concepts of basic mechanics, work-energy concepts were taught and used for data collection. Data were collected using questionnaires, Physical Science Achievement Test (PSAT), Multiple Reflective Questions (MRQ) and an interview. An explicit problem solving strategy (IDEAL strategy versus maths-in-science instructional model) was taught in the intervention sessions for duration of three weeks to the experimental group (E-group). IDEAL strategy placed emphasis on drill and practice heuristics that helped the pre-service teachers’ (E-group) understanding of problem-solving. Reinforcing heuristics of this IDEAL strategy include breaking a complex problem into sub-problems. Defining and representing problem (e.g. devising a plan-using Free-Body-Diagram) was part of the exploring possible strategies of the IDEAL. More details on IDEAL strategy are discussed in Chapter 3. The same work-energy concepts were taught to the control group (C-group) using lecture-demonstration method. A technique (i.e. revised taxonomy table for knowledge and cognitive process dimension) was used to categorize and analyse the level of difficulties for each item tested (e.g. D1 = minor difficulty, D2 = major difficulty, and D3 = atypical difficulty

>Magister Scientiae - MSc / Students frequently leave first-year physical science classes with a dual set of physical laws in mind- the equations to be applied to qualitative problems and the entrenched set of concepts, many erroneous, to be applied to qualitative, descriptive, or explanatory problems. It is in this sense that the emphasis of this study is on ‘change’ rather than acquisition. Thus, a blend of theoretical framework was considered according to the aim of the study. Of immediate relevance in this regard within the “constructivist paradigm” are: Posner, Strike, Hewson and Gertzog’s (1982) conceptual change theory and the revised Bloom’s Taxonomy. Moreover, the very shift or restructuring of existing knowledge, concepts or schemata is what distinguishes conceptual change from other types of learning, and provides students with a more fruitful conceptual framework to solve problems, explain phenomena, and function in the world (Biemans & Simons, 1999; Davis, 2011). A quasi-experimental design was adopted to explore pre-service teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science. Sixteen second and third year pre-service teachers in one of the historically black universities in the Western Cape, South Africa, participated in the study. Two inseparable concepts of basic mechanics, work-energy concepts were taught and used for data collection. Data were collected using questionnaires, Physical Science Achievement Test (PSAT), Multiple Reflective Questions (MRQ) and an interview. An explicit problem solving strategy (IDEAL strategy versus maths-in-science instructional model) was taught in the intervention sessions for duration of three weeks to the experimental group (E-group). IDEAL strategy placed emphasis on drill and practice heuristics that helped the pre-service teachers’ (E-group) understanding of problem-solving. Reinforcing heuristics of this IDEAL strategy include breaking a complex problem into sub-problems. Defining and representing problem (e.g. devising a plan-using Free-Body-Diagram) was part of the exploring possible strategies of the IDEAL. More details on IDEAL strategy are discussed in Chapter 3. The same work-energy concepts were taught to the control group (C-group) using lecture-demonstration method

Recently, there has been an increasing interest in high school mathematics education, especially in the teaching and learning of calculus. For example, studies conducted by Bressoud (2010); Judson and Nishimori (2005); Koh and Divaharan (2011); and St. Jarre (2008) all looked at how to improve the understanding of calculus students and what roles the educator must take to ensure that their students are successful. The purpose of this study was to determine if there was a significant difference between instruction using computer algebra system (CAS) compared to instruction using the graphing calculator in high school calculus on students’ conceptual and procedural understanding. This study explored and compared two different types of instruction based on the use of two different types of technology, CAS and graphing calculator. The total population for this study consisted of 333 students. There were 187 students classified as using the graphing calculator and 146 students classified as using CAS. The data for this study were collected from four Advanced Placement (AP) calculus AB courses from high schools in Florida. The study used observations and two sets of calculus tasks in order to gather data. The research questions for this study looked at comparing the grades of students categorized based on the type of instruction received during the learning of calculus. The statistical procedure that was used was a simple oneway analysis of variance (ANOVA). The results indicated that there was no significant difference between the two types of instruction on the students’ procedural knowledge, iii however, there was statistical significance on the students’ conceptual understanding in favor of the CAS students. The study introduces a framework on how to obtain information about the effects of different types of instruction on students’ understanding of calculus. The results of this study contribute in assisting teachers and future researchers on how to analyze student work in order to obtain information about the students’ conceptual and procedural understanding of first semester calculus.

The purpose of this interpretive qualitative study was to determine the extent of conceptual and procedural difficulties that NCV Level 4 students encountered when factorising and solving problems involving factorisation. This study is based on Kilpatrick, Swafford and Findel’s (2001) ideas on mathematical proficiency, focusing on conceptual knowledge, procedural knowledge and the flexibility of integrating both appropriately to solve algebra problems involving factorisation. This study also explored reasons why NCV Level 4 students demonstrated such difficulties and suggested possible ways that could assist them to understand and flexibly use factorisation to solve problems. A purposive sample consisting of 30 NCV Level 4 students and 5 Subject Matter Experts participated in this study, which adopted a phenomenological case study research design. Triangulation of method was adopted for consistent gathering of information. Data was collected through a written assessment on factorisation under controlled test conditions, and semi-structured interviews. The researcher reduced and analysed data by utilising an integration of constant comparison analysis and classical content analysis. The findings and relevant recommendations concluded this research. / Mathematics Education / M. Ed. (Mathematical Education)

Abstracts in English, Xhosa and Zulu / This quantitative study explores procedural knowledge, perception of GM food products and factors that influence the purchasing decision of 326 respondents by means of a questionnaire. Recruitment of the respondents was done by approaching various businesses and Schools in Mooi River to which the questionnaire was distributed to their respective personnel. The respondents’ showed that they were not very knowledgeable of GM food products, but were not particularly ignorant either. The results also showed that they did not look for any GM-related information from various sources and believed that scientists were the most credible source of GM-related information. In general, the respondents did not perceive GM food products as having any nutritional benefits; did not perceive GM food products to provide an economic benefit, except to increase food supplies by boosting the economy through the implementation of biotechnology; and perceived longer shelf life as a beneficial GM food product quality. The respondents also feared the susceptibility to cancer, toxicity, allergic reactions, alterations in kidney functions, immune malfunction and especially infertility problems after consumption of GM food products. The respondents did not show particular fear towards the ethical aspects of GM food products, except in that GM food products are produced in an unethical manner. Fear was also not shown towards the consumption aspects of GM food products including scepticism towards the safety GM food products and possible threats to living things. The respondents indicated that increased food supplies through the production of GM food products, possible cancer development after consumption, allergenicity, reduced usage of pesticides and harmful effect on the environment were GM-related factors that would influence their purchasing decision of GM food products. The general GM-related barriers that influenced the respondents purchasing decision of GM food products included not looking out for GM food products in particular, knowing too little about GM food products, not having a particular interest in GM food products and never knowing if a product contains a GM component or not. / Esi sifundo, nesiqhutywa ngokuqwalasela amanani ezenzeko, saphanda ngolwazi lwendlela ebonwa ngayo inkqubo yeemveliso zokutya zeGM (iimveliso ezinyangwe ngobuchule obaziwa ngelesiNgesi elithi genetically modified) kwakunye neemeko eziphembelela izigqibo zokuthenga ezi mveliso, zigqibo ezo zathathwa ngabathathi nxaxheba abangama-326 nabathi baphendula uluhlu lwemibuzo. Ukuloba/ukurhwebesha abathathi nxaxheba kwenziwa ngokucela uncedo kumashishini nezikolo eziseMooi River. Abathathi nxaxheba baveza ukuba abanalwazi kakuhle ngeemveliso zokutya zeGM, kodwa banalo ufifana. Iziphumo zadiza ukuba azange baphande ulwazi olumalunga nonyango lweemveliso kwaye babekholelwa ukuba iingcali zenzululwazi zizo ezaziyimithombo yolwazi ethembekileyo malunga nalo mbandela. Ngokuthe gabalala, abathathi nxaxheba babengaziboni ziluncedo kwisondlo okanye kuqoqosho ezi mveliso zokutya zeGM, kwaye babelindele ukuba ezi mveliso zandise ukutya okuveliswayo ngokukhuthaza ezoqoqosho ngokusebenzisa ubuchwepheshe bezendalo, (ibiotechnology). Babecinga ukuba uphawu oluluncedo lokutya okuveliswe ngeendlela zeGM kukuba kuhlala ixesha elide, akonakali msinya. Abathathi nxaxheba babesoyika ukuba bangasifumana lula isifo somhlaza, bangafumana ukutyhefeka kokutya, ukusoleka (iallergy), ukuchaphazeleka kokusebenza kwezintso, ubuthathaka bamajoni omzimba, okanye ubuthathaka benzala emva kokutya iimveliso zokutya zeGM. Abazange babonakalise uloyiko olumandla malunga nombandela weenqobo zesimilo ezayanyaniswa neemveliso zokutya zeGM, ngaphandle kokuba ezi mveliso ziveliswa ngendlela engenasimilo sisulungekileyo. Kwakhona, abazange babonakalise loyiko malunga nokutya iimveliso zokutya zeGM, bengazange bakrokrele ukungakhuseleki kwezi mveliso okanye ukuba yingozi kwazo kwezinye izidalwa. Abathathi nxaxheba baxela ukuba izigqibo zabo zokuthenga iimveliso zokutya zeGM zingaphenjelelwa kukucinga ngokwanda kokutya okuveliswayo, ukuvela komhlaza emva kokuzitya, ukusolwa, ukucutha ukusebenzisa izibulali zinambuzane kunye neziphumo ezinobungozi kwindalo esingqongileyo. Imiqobo jikelele engqamene nonyango lweGM neyaphembelela izigqibo zabathathi nxaxheba malunga nokuthenga iimveliso zokutya zeGM ziquka ukwazi kancinci ngeemveliso zokutya zeGM, kukungabi namdla kwiimveliso zokutya zeGM nokuba ubani angabi nalwazi lokuba imveliso ethile inalo na unyango lweGM okanye ayinalo. / Lolu cwaningo olugxile kwinani luye lwaphenya ulwazi olumayelana nolwazi lwengqubo, umqondo omayelana nenhlobo yokudla okuguquliwe (GM food) kanye nezinto ezinomthelela phezu kwesinqumo sokuthenga sabaphenduli bemibuzo abanga-326, lokhu kwenziwe ngokusebenzisa umbhalo oqukethe imibuzo. Abaphenduli bemibuzo batholwe ngokunxenxa amabhizinisi kanye nezikole ezihlukahlukene endaweni yaseMooi River. Abaphenduli bemibuzo bakhombisile ukuthi babenganalwazi ngemikhiqizo yokudla eguquliwe (GM), kanti laba baphenduli abazange bakhombise ukungabambisani nalolu cwaningo. Imiphumela iyakhombisa ukuthi abaphenduli abazange bafune ukuthola noma yiluphi ulwazi olumayelana Nokudla kwe-GM kwimithombo eyahlukahlukene kanti baye bakholwa ukuthi ososayensi bayimithombo yolwazi ethembekayo. Empeleni, abaphenduli abazange baqonde imikhiqizo yokudla kwe-GM njengokudla okunenzuzo yomsoco noma inzuzo yezomnotho kanti bebelidele le mikhiqizo ukuba yongeze inani lokudla elithunyelwayo ngokuxhasa umnotho ngokusebenzisa uhlelo lwe--biotechnology. Bakholelwa ekutheni umkhiqizo uhlale isikhathi eside emasheluvini, lokho okuyinzuzo kwikhwalithi yemikhiqizo yokudla kwe-GM. Abaphenduli baye besaba ukungenwa yisifo somdlavuza, ushevu, ukuguliswa yinhlobo yokudla okuthile, ukushintshana kokusebenza kwezinso, ukungasebenzi kahle kwamasosha omzimba kanti ikakhulu izinkinga zokwehluleka ukuzala ngemuva kokudla imikhiqizo yokudla kwe-GM. Abaphenduli abazange bakhombise ukwesaba mayelana nokuziphatha kwimikhiqizo yokudla kwe-GM, ngaphandle kokuthi nje le mikhiqizo ikhiqizwa ngendlela ephambene nomthetho. Abaphenduli abazange futhi bakhombise ukwesaba mayelana nodaba lokudliwa komkhiqizo wokudla kwe-GM,kuxutshwa phakathi ukuthandabuza mayelana nokuphepha kwale mikhiqizo kanye nalokho okungahle kuphazamise izinto eziphilayo. Abaphenduli baye bakhombisa ukuthi imizamo yokuthi kube nokudla okuningi ngokukhiqiza imikhiqizo yokudla kwe-GM, amathuba wokuphathwa yisifo somdlavuza ngemuva kokudla lokho kudla, ukungathandwa wukudla okuthize, ukunciphiswa kwezinga lokusebenziswa kwezibulalizinambuzane kanye nomphumela oyingozi phezu kwemvelo bekuyizinto ezihlobene nokudla kwe-GM lokho okuzoshintsha indlea yabo yokuthenga imikhiqizo yokudla kwe-GM. Izihibhe ezejwayelekile ezihlobene ne-GM eziye zashintsha isinqumo sabaphenduli sokuthenga imikhiqizo yokudla kwe-GM bekuxuba phakathi ukuphuma bayofuna ikakhulu imikhiqizo yokudla kwe-GM, luncane kakhulu ulwazi abanalo ngemikhiqizo yokudla kwe-GM, kuxuba ukungathandi imikhiqizo yokudla kwe-GM kanye nokungazi ukuba ngabe umkhiqizo wequkethe umkhakha we-GM noma akunjalo. / Life and Consumer Sciences / M.A. (Consumer Science)

Intermediate calculus bridges secondary school and advanced university mathematics courses. Most mathematics education research literatures indicated that the conceptual knowledge in intermediate calculus has challenged first year undergraduate mathematics and science learners to a great extent through the lecture method. The content knowledge attained by them has been tremendously decreasing. Negative attitude exhibited by students toward calculus was highly influenced by the lecture method used. Generally, students have not looked at the learning of all mathematics courses offered in universities as normal as other courses. Due to this lack of background conceptual knowledge in learners, they have been highly frustrated by the learning of advanced mathematics courses. Taking the understanding of teaching and learning challenge of conceptual knowledge of calculus into consideration, Ethiopian public universities have been encouraging instructors to devise and implement active learning methods through any professional development training opportunity. The training was aimed to enhance learners’ content knowledge and attitude towards calculus. This is one of the main reasons for the motivation of this study that experimental group learners were allowed to be nurtured by the lecture method in their mainstream class, and then also the active learning intervention method integrated with GeoGebra in the mathematics laboratory class. Only conventional lecture method was used to teach the comparison group in both the mainstream and mathematics laboratory class. The purpose of the study was to explore the Gambari and Yusuf (2016) stimulus of the jigsaw co-operative learning method combined with GeoGebra (JCLGS) on statistics and chemistry learners’ content knowledge improvement and change of their attitude towards calculus. The post-positivism mixed methods tactic was used in a non-equivalent pre- and post-test comparison group quasi-experimental design. The population of the study was the whole freshman mathematics and science degree program learners of two public universities in Ethiopia in 2017. Samples of the size 150 in both the experimental and comparison groups were drawn utilizing two-stage random sampling technique. A questionnaire using a Likert-scale on attitudes and an achievement test were sources used for data collection. Data analysis employed descriptive statistics conducting an independent samples t-test and a Two Way ANOVA for repeated measures using SPSS23. Each of the findings on content knowledge, conceptual knowledge, and procedural knowledge development produced through the TWO-Way ANOVA, respectively as F(1,148)=80.917; 𝜂2=.353; p<.01, F(1,148)=106.913; 𝜂2=.419; p<.01, and F(1,148)=7.328; 𝜂2=.047; p<.01, revealed a statistically significant difference between the treatment and comparison groups from pre-test to post-test. These findings show that the experimental group participants were highly beneficial in developing their content knowledge and conceptual knowledge through the active learning approach and technology-based learning strategy using Vygotsky’s socio-cultural learning theory. The JCLGS learning environment representing Vygotsky’s socio-cultural learning theory modestly influenced the procedural knowledge learning of the experimental group learners’. Although the lecture method affected the comparison group students’ knowledge development in calculus during the academic semester, the impact was not comparable to that of the active learning approach and technology-based learning strategy. The major reason for this was the attention and care given to the active learning intervention integrated with GeoGebra by the researcher, data collectors, and research participants. Overall findings showed that the active learning intervention allowed the experimental group students to considerably enhance their conceptual knowledge and content knowledge in calculus. Learners also positively changed their opinion towards calculus and GeoGebra. The intervention was a group interactive environment that allowed students’ to be reflective, share prior experience and knowledge, and independent learners. As a matter of fact, educators are advised to model such a combination of active learning approach and technology-based learning strategy in their classroom instructional setting and practices. Consequently, their learners will adequately benefit to understand the subject matter and positively change their opinion towards university mathematics. / Mathematics Education / Ph. D. (Mathematics, Science and Technology Education)