An Inductive Reasoning Strategy with Cloud-Based Symbolic Mathematics Software to Improve Undergraduates’ Mathematical Knowledge

Abstract

Mathematics involves thinking and reasoning, both of which should be emphasized to improve students’ knowledge and abilities. The main aim of this study was to examine undergraduate students’ conceptual and procedural mathematical knowledge after exposure to software-embedded inductive reasoning strategy in cloud-based environments. Purposive sampling techniques were used to select participants—60 undergraduate students enrolled in the Ordinary Differential Equations (ODEs) course. A quasi-experimental approach using a post-test control group was adopted for the study. Research instruments included a test of mathematical knowledge and an inductive reasoning strategy with cloud-based symbolic mathematics software. The data were analyzed using a quantitative approach involving mean, standard deviation, and a t-test. The results revealed that the mathematical knowledge of the experimental group statistically exceeded the 60% criteria at the 0.05 significance level. The mathematical knowledge of students in the experimental group was significantly better than that of the control group at a statistically significant level of 0.05. The results of this study imply that incorporating cloud tools as part of the inductive reasoning strategy had a positive impact on students’ mathematical knowledge.