چکیده (انگلیسی):

This paper focuses on blended learning in mathematics I module in elementary calculus, at a
University of Technology. A computer laboratory was used to create a learning environment that
promoted interactive learning together with traditional teaching. The interactive learning was
performed using projects to optimize the discovery and error diagnosis in an elementary differential
calculus class consisting of first year engineering students. A group of 33 engineering students (the
experimental group) completed a project in elementary calculus as part of their course requirement
for the mathematics I module in the engineering faculty. The project was designed to support the
development of the differential calculus frames “limit of a sequence”, “average rate of change” and
“instantaneous rate of change”. Students were clinically interviewed on their tasks in the project.
We also compared a control group of students (randomly selected students) in a completely
traditional to the experimental group. Both groups were subjected to the Orton’s test on differential
calculus. Analysis of project work indicated that students have developedspecific mathematical
mental frames in elementary calculus. The control group exhibited morestructural and executive
errors than the experimental group. The experimental group tended to describe the concepts using
deep structures than surface structures. Statistically the scores on the Orton’s tests indicated a clear
difference between the experimental group and the control group. We can suggest blended learning
enhances understanding of key concepts in elementary calculus