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The advancement of computer graphics in the past decade has contributed to an enormous change in the way mathematics is taught at the college level. Although Calculus has been the main benefactor of this advancement, the topic of ordinary differential equations has undergone fundamental changes in its curriculum in favour of the visual and numerical aspects of the course. This paper investigates students' acceptance of solving a differential equation geometrically. The setting is an introductory course on ordinary differential equations offered to engineering students, in which a reformed approach was adopted. Data were gathered from exams, and interviews were conducted with six students who volunteered to take part in the study. Results show that students initially showed reluctance to accept this geometric approach, but many of them eventually accepted it, appreciated its usefulness, and wished that other math courses be offered in a similar way.

This study conducted at the Lebanese American University in spring 2018 reports on an inquiry-oriented differential equations class where the course curriculum falls within the realm of Realistic Mathematics Education. The focus of the study is on some curriculum tasks and how they assist students reinvent successfully key mathematical notions covered in most introductory differential equations courses. While the results show remarkable cognitive gains in understanding and thinking, reinventing knowledge was demanding and in some cases required the intervention of the instructor to control and lead the discussion. Results also show that the lack of appropriate mathematical knowledge was sometimes an obstacle for the reinvention process, and the traditional view of mathematical learning a hindrance for accepting that an inquiry-oriented approach can fulfil the course outcomes.

Research on writing in mathematics has shown that students learn more effectively in an environment that promotes this skill and that writing is most beneficial when it is directed at the learning aspect. Writing, however, necessitates proficiency on the part of the students that may not have been developed at earlier learning stages. Research has indicated though that the burden placed on teachers and learners to master this skill is compensated by the mathematical learning in such an environment. Techniques to successfully integrate writing in the mathematics classroom can be varied. This study is conducted on students in an introductory differential equations class in which a reformed approach is adopted be it in the topics discussed, the textbook used, the technology employed or the assignments/exams given. More precisely, the article explores the effect of writing on improving student understanding of particular topics in differential equations and investigates the development of the students' writing skills.