The development and nature of problem-solving among first-semester calculus students

Dawkins, Paul Christian; Epperson, James Anthony Mendoza

doi:10.1080/0020739x.2014.884645

Cited by 22 publications

(14 citation statements)

References 25 publications

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“…ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980 No obstante, algunos estudios en el campo de la educación matemática reconocen la existencia de la conexión entre la derivada y la integral sin ser su objetivo principal (BERRY; NYMAN, 2003;HACIOMEROGLU;ASPINWALL;PRESMEG, 2010;SCHROEDER, 2011;SOFRONAS et al, 2011;DREYFUS, 2013DREYFUS, , 2014. De las metodologías propuestas para lograrlo, destacan las que proponen el manejo de distintas representaciones (MARRONGELLE, 2004;HOFFKAMP, 2011;MAMOLO;ZAZKIS, 2012;DAWKINS;MENDOZA, 2014;HONG;THOMAS, 2015) y las que promueven la modelación de situaciones en contexto (YOON;THOMAS, 2010;KLYMCHUK et al, 2010;PARK J. et al, 2013;WEBER;TALLMAN;MIDDLETON, 2015). El uso de múltiples registros permite la obtención del significado de un objeto matemático, además de que la negociación del significado es inherente a la semiosis (PRESMEG, 2006).…”

Section: Estado Del Arteunclassified

Conexiones Intramatemáticas y Extramatemáticas que se producen al Resolver Problemas de Cálculo en Contexto: un Estudio de Casos en el Nivel Superior

Flores

García‐García

2017

Bolema

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 ResumenEn el presente artículo se reporta una investigación cuyo objetivo fue identificar las conexiones que un grupo de estudiantes universitarios establecen al resolver problemas en contexto. Estos problemas pueden resolverse utilizando la relación entre la derivada y la integral establecida en el Teorema Fundamental del Cálculo. Para identificar las conexiones adoptamos el marco teórico que al respecto plantea Businskas (2008). Como método de investigación utilizamos el estudio de casos y aplicamos un cuestionario integrado por cinco problemas, de cuyas soluciones obtuvimos los datos. Los datos indican que los estudiantes establecen conexiones extramatemáticas e intramatemáticas al resolver problemas en contexto, pero principalmente utilizan las de tipo procedimental y las representaciones diferentes, además notamos una fuerte conexión con sus conocimientos previos aprendidos en los niveles de educación precedentes al nivel superior.Palabras clave: Conexiones matemáticas. Estudios de Caso. Teorema Fundamental del Cálculo. Nivel Universitario. AbstractThis paper reported a research which aims to identify connections that a university student group established to solve problems in a context. These problems can be solved using the relationship between the derivative and integral established in the Fundamental Theorem of Calculus. To identify such connections, we adopted the theoretical framework proposed by Businskas (2008). As a research method, we used the case study and applied a questionnaire which included five problems, the solutions of which we obtained the data. The data indicate that students establish extra-mathematics and intra-mathematics connections when they solve problems in a context, but mainly used the procedural type and the different representations. We also noticed a strong connection with their prior knowledge learned in previous levels of education rather than at the university level.

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Section: Estado Del Arteunclassified

Conexiones Intramatemáticas y Extramatemáticas que se producen al Resolver Problemas de Cálculo en Contexto: un Estudio de Casos en el Nivel Superior

Flores

García‐García

2017

Bolema

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“…However, many studies report that students have difficulty understanding Calculus [1], [3]- [5]. Derivatives and integrals are the most difficult concepts [6].…”

Section: Introductionmentioning

confidence: 99%

Development of a GeoGebra-Assisted Calculus Worksheet to Enhance Students’ Understanding

Yerizon¹,

Fatimah²,

Tasman³

2021

IJIET

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The goal of this study is to develop a GeoGebra-assisted worksheet to enhance students' understanding of calculus. Many studies report that students have difficulty understanding calculus. GeoGebra provides an alternative method to overcome the difficulties associated with calculus. The Plomp development model consists of three phases: specifically, preliminary analysis, prototype development and an assessment was used in this study. The subjects of this study were 37 students. The results of this study are valid in terms of content, presentation, linguistics and graphics and practical in terms of implementation, time, ease of use and effective in terms of its potential impact on students' mathematical understanding. The GeoGebra-assisted worksheet can help students rediscover the given concept, while the use of visualization of the calculus concept can significantly enhance students’ mathematical understanding. Likewise, GeoGebra-assisted worksheets can be used to enhance students’ understanding of calculus. Teachers are suggested using GeoGebra in order to build students’ understanding on calculus subject.

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“…Scientific investigations in education can elucidate novel aspects of teaching-learning interactions and support evidence-based educational practices (Goswami, 2006;Szücs and Goswami, 2007;Dawkins and Epperson, 2014;Colvin, 2016). In this sense, technological tools used in scientific research, such as eye-tracking, could be useful in schools by providing relevant data on cognitive processes in different tasks, including learning performance (Hegarty et al, 1995;Van Gerven et al, 2004;van Gog and Scheiter, 2010;Jarodzka et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Student’s Perspective and Teachers’ Metacognition: Applications of Eye-Tracking in Education and Scientific Research in Schools

et al. 2021

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This Perspective article discusses the possible contributions of eye-tracking (ET) to the field of Educational Neuroscience based on an application of this tool at schools. We sought to explore the teachers’ view of ET videos recorded while students solved mathematical problems. More than 90% of the teachers could predict with great accuracy whether the students had answered the questions correctly or not based solely on the information provided by the ET videos. Almost all participants tried to translate the students’ thoughts to understand the strategy used by the children. Our results highlight the relevance of qualitative analysis to identify the gaze strategies used by students. We propose that ET allows teachers to gain critical feedback about students’ behavior during problem-solving. Most previous studies tend to emphasize the benefits of ET applications to explore learners’ cognition. Our findings point that this system can also be useful to investigate teachers’ cognition by providing metacognitive experiences.

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The development and nature of problem-solving among first-semester calculus students

Cited by 22 publications

References 25 publications

Conexiones Intramatemáticas y Extramatemáticas que se producen al Resolver Problemas de Cálculo en Contexto: un Estudio de Casos en el Nivel Superior

Conexiones Intramatemáticas y Extramatemáticas que se producen al Resolver Problemas de Cálculo en Contexto: un Estudio de Casos en el Nivel Superior

Development of a GeoGebra-Assisted Calculus Worksheet to Enhance Students’ Understanding

Student’s Perspective and Teachers’ Metacognition: Applications of Eye-Tracking in Education and Scientific Research in Schools

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