Students’ Difficulties with Related Rates Problem in Calculus

Azzam, Nabila A.; Eusebio, Manuel; Miqdadi, Ruba

doi:10.1109/icaset.2019.8714489

Cited by 3 publications

(8 citation statements)

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“…Another common finding of research that has investigated students' reasoning about related rates problems is that mathematizing applied related rates problems i.e., converting written prompts to mathematical structures (e.g., equations) one can operate on such as calculating derivatives is problematic for students (cf. Azzam et al, 2019;Jeppson, 2019;Martin, 2000;White & Mitchelmore, 1996). A majority of the students who participated in Martin's (2000) assessment of calculus students' ability to solve geometric related rates problems performed poorly on the tasks they were given.…”

Section: Related Literature Students' Thinking About Related Rates Pr...mentioning

confidence: 99%

“…Related rates problems are not only central to the study of differential calculus at the undergraduate level in the United States, but also problems that many students struggle to solve (cf. Azzam et al, 2019;Code et al, 2014;Ellis et al, 2015;Engelke-Infante, 2021;Hausknecht & Kowalczyk, 2008;Jeppson, 2019;Kottath, 2021;Martin, 2000;Mirin & Zaskis, 2019;Piccolo & Code, 2013;Taylor, 2014;White & Mitchelmore, 1996). Several researchers have called for more studies to examine students' thinking about related rates problems (cf.…”

Section: Introductionmentioning

confidence: 99%

“…Findings by other researchers (cf. Azzam et al, 2019;White & Mitchelmore, 1996) indicate that mathematizing (Freudenthal, 1993) related rates problems is particularly challenging for calculus students, something that often limits their ability to solve this type of problems successfully.…”

Section: Introductionmentioning

confidence: 99%

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Calculus instructors’ perspectives on effective instructional approaches in the teaching of related rates problems

Mkhatshwa

2023

EURASIA J Math Sci Tech Ed

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Much research has reported on students’ difficulties with solving related rates problems in calculus. In an effort to generate a resource that could potentially address some of these difficulties from a teaching standpoint, a questionnaire about effective instructional approaches related to the teaching of related rates problems, among other things, was administered to 14 veteran calculus instructors. Analysis of the responses provided by the instructors revealed that all the instructors considered the use of diagrams to be helpful when solving related rates problems. Furthermore, a majority of these instructors noted that introducing a set of steps (i.e., a guideline), during classroom instruction, that students could follow when solving related rates problems is helpful for students when working with this type of problems. These instructors further identified strengths and weaknesses in the way related rates problems are typically presented in calculus textbooks. Implications for instruction are included.

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Section: Related Literature Students' Thinking About Related Rates Pr...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Calculus instructors’ perspectives on effective instructional approaches in the teaching of related rates problems

Mkhatshwa

2023

EURASIA J Math Sci Tech Ed

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“…Students need to practice translating real-world problems into mathematical models and translating their solutions back into the context of the original problem..Another big challenge faced by students is the inability of students to understand English which is the main language of instruction. Most students fail to translate English into mathematical equations so that students fail to apply mathematical concepts [10].…”

Section: Introductionmentioning

confidence: 99%

Learning Difficulties in Understanding English Materials of Mathematics Education Students

Wiyanah¹,

Candraningsih²

2022

Proceedings of the 1st UPY International Conference on Education and Social Science (UPINCESS 2022)

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“…Embora essa defasagem esteja relacionada a inúmeros fatores (FIROUZIAN et al, 2012;FRESCKI-KESTRING;PIGATTO, 2009), considero que as dificuldades educacionais advindas do ensino fundamental e médio possuem maior incidência e consequências negativas que impedem os estudantes de compreenderem e aplicarem os conteúdos de disciplinas como Cálculo, Física, Geometria Analítica e Álgebra Linear, por exemplo. Por esse motivo, estes componentes curriculares são afamados pelas altas taxas de retenção e evasão nos cursos de engenharia e ciências exatas (MELO et al, 2012a;PEDUZZI et al, 1992;AZZAM;EUSEBIO;MIQDADI, 2019;AMARAL;GONÇALVES Jr., 2018). Um agravante desse problema é que estes componentes são ofertados nos semestres iniciais da maioria dos cursos de graduação e são pré-requisitos para outras disciplinas, incluindo as profissionalizantes.…”

Section: Introductionunclassified

Ensino De Matemática Básica Para a Educação Superior Relato Das Experiências Do Curso De Nivelamento Na Modalidade Remota

Oliveira-Melo¹

2021

Relatos De Experiências Em Engenharia De Produção 2021

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O curso de extensão intitulado Ensino de Matemática Básica para a Educação Superior (EMBASE) objetiva revisar os conteúdos de matemática básica por meio da adoção de métodos pedagógicos que permitam a reorientação do processo ensino-aprendizagem e a fixação desse conhecimento para aplicação nas disciplinas iniciais da graduação. Neste relato, apresento as experiências do EMBASE Virtual, que seria ofertado presencialmente para os ingressantes do curso de Engenharia de Produção da UNIVASF/Campus Salgueiro, em 2020.1; todavia, precisou ser adaptado para a modalidade remota devido à pandemia do coronavírus (SARS-CoV-2). Dentre os 59 estudantes matriculados, 58% concluíram o curso, mesmo diante das inúmeras adversidades devido ao contexto de isolamento social. Ao final, os estudantes avaliaram o curso positivamente, tendo em vista que todas as alternativas foram majoritariamente avaliadas com valores acima de 5, dada uma escala Likert de 7 pontos. Os itens mais bem avaliados estão relacionados ao incentivo e à disponibilidade dos professores-colaboradores, ao cumprimento das cargas horárias (aula e tutoria) e à efetividade das listas de exercícios. Esses itens refletem a preocupação dos professores-colaboradores em atender os alunos e minimizar a distância física em prol de proporcioná-los uma excelente experiência de ensino-aprendizagem. Em adição, 94,1% dos estudantes afirmaram que recomendariam o curso. Por fim, 85,2% dos estudantes concordaram que a oferta virtual facilitou a conclusão do curso; embora, 82,3% ainda consideraram que teriam aprendido mais se o EMBASE tivesse sido ofertado presencialmente. Conclui-se que o EMBASE Virtual contribuiu positivamente com a formação educacional dos alunos, além de promover a inclusão universitária em um momento de isolamento social e suspensão das aulas presenciais. Além das dificuldades relacionadas ao letramento matemático, notou-se que os estudantes também possuem limitações quanto à leitura e interpretação de textos

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Students’ Difficulties with Related Rates Problem in Calculus

Cited by 3 publications

References 4 publications

Calculus instructors’ perspectives on effective instructional approaches in the teaching of related rates problems

Calculus instructors’ perspectives on effective instructional approaches in the teaching of related rates problems

Learning Difficulties in Understanding English Materials of Mathematics Education Students

Ensino De Matemática Básica Para a Educação Superior Relato Das Experiências Do Curso De Nivelamento Na Modalidade Remota

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