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This study used a posttest control group design and to find out differences between students' self-regulated learning strategies in traditional and non-traditional classroom. To this end, 131 first year university students within the experimental and control groups took part in the study. While ICT-based approach was used as the main medium of instruction in the experimental group, in the control group the paper-based traditional method was used. A survey adapted from Davaanyam [Davaanyam, T. (2013). The structural relationships among Mongolian students' attitudes toward mathematics, motivational beliefs, self-regulated learning strategies, and mathematics achievement. Ph. D. Dissertation. Jeonju, Jeonbuk, Korea: Chonbuk National Unversity.] was used to gather the data. The results of the study indicated a significant difference between the control and experimental groups in regard with their self-regulated learning. That is to say, the experimental group taught through ICT tools acquired higher levels of self-regulation as compared with the control group instructed through the traditional teaching method.

The purpose of this study is to assess object and schema conceptions of transformations of functions for undergraduate level students of Mongolian National University. The research participants were 37 undergraduate students who attended the Calculus course of the third author. To achieve our purpose two of the authors analyzed students’ project work independently based on the pre-developed rubrics and further analyses were made. Students’ project work included recognition of simple and complicated transformation of functions visually, expressing algebraic forms of such transformations and drawing a doll using transformations of a half circle of radius one. The research results show that students’ object and schema conception of transformations of functions were poor. Finding the reason for these poor results is a subject for future research. Moreover, students who were able to recognize more complicated transformations visually could draw a doll using the half circle while the ones who could express transformations of both simple and complicated transformations in algebraic form were able to construct a doll using transformations of the half circle.

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