1. On the Role of Computer in Teaching Djurdjica Takači, Department of Mathematics and Informatics, Novi Sad, Serbia

3. Novi Sad before march 1999 with old bridges

4. On the Role of Computer in Teaching The function concept is the basic for calculus concept--mathematics CAS—functions—calculus Numerical, Symbolic, Graphical Representations of Calculus Concepts GeoGebra, Scientific WorkPlace

5. On the Role of Computer in Teaching Questionnaire is given to first year university students at the Faculty of Science, University of Novi Sad, Serbia, whose major is chemistry. There were 20 students Each student had his computer

6. On the Role of Computer in Teaching The questionnaire 1) Determine, without computer the function such that the function is its derivative and the function is given by: a), b), c), d), and explain the answers. 2) Determine, by using programme package Scientific Workplace, or GeoGebra, the function such that the function is its derivative and the function is given in the previous example, and explain the answers.

7. 3) Determine, with and without the computer, the functions, where the function is given in example 1., and explain the answers. 4) Determine, with and without the computer where the function is given in example 1., and explain the answers.

8. On the Role of Computer in Teaching All students used both programme package GeoGebra Scientific WorkPlace

9. The exercises are very simple The results, obtained without computer, had to be compared with results obtained without computer.

10. The graph obtained by GeoGebra

11. The results The students work: FIST: 12 students answer correctly, 3 students did not put absolute value and the constant C 6 students did not put the constant C

12. On the Role of Computer in Teaching Second: 5 students answer correctly, All 5 answer the first part correctly The student which forgot the constant C in the first part, remark that the computer did not put it. Remark: Lot of mistakes were caused by the symbolic representation.

13. On the Role of Computer in Teaching Third: All students recognized the first two and the third tasks are almost the same. 14 students symbolic and numeric representation of integral, but 6 just determine the graph of integral function

14. The results of Ivana K.

18. 1) 2) 4) a)b)c)d) a)b)c)d) a)b)c)d)

19. On the visualization of function concept by using CAS Conclusion The students were very interested in work, hardworking, but enjouing satisfy with the results and marks “It was usefull test”