Abstract

A not-insignificant number of undergraduate engineers have problems with mathematics. School mathematics often has to be reinforced during undergraduate studies, where a lack of understanding at the lower level often impedes learning at the higher level. Here, visualisations can help - either by contextualising the mathematics, or by using graphical visualisations. In this latter case, “A picture is worth a thousand words” is most appropriate. However, even students who have problems rearranging equations are almost invariably able to “read”, understand and draw graphs - basically visualisations of mathematical equations, be they as simple as the straight-line equation or as complicated as the solution of a second-order partial differential equation. Consequently, displaying graphs (i.e. visualising) can help deepen insight into mathematical processes. This, in turn, can raise a student’s mathematical proficiency, predilection, awareness and eventual achievement. This paper deals with, amongst others, the following questions. Does using MathinSite improve mathematical achievement and if so, how? How does using MathinSite score over other computer-based learning techniques?