JIGSAW AND GEOGEBRA FOR CALCULUS CONTENT KNOWLEDGE DEVELOPMENT

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. As a matter of empirical evidences, this study was about examining the influence of Jigsaw co-operative learning strategy and GeoGebra on first year undergraduate program learners' calculus content knowledge development.