Vista Equipo: Problem solving in the teaching of single variable differential and integral calculus: Perspective of mathematics teachers

Problem solving in the teaching of single variable differential and integral calculus: Perspective of mathematics teachers

There is a wide diversity of approaches to solving problems in the teaching of mathematics. In particular, the meaning of “problem solving” differs between theory and practice. In the teaching of higher mathematics, problem solving is frequently used in single variable differential and integral cal...

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Autores Principales:	Alfaro Carvajal, Cristian, Fonseca Castro, Jennifer
Formato:	Artículo
Idioma:	Inglés
Publicado:	Universidad Nacional (Costa Rica) 2022
Materias:	MATEMATICAS MATHEMATICS EDUCATION CALCULO DIFERENCIAL ENSEÑANZA SUPERIOR TEACHING LEARNING INTEGRAL CALCULUS DIFERENTIAL CALCULUS
Acceso en línea:	http://hdl.handle.net/11056/22935

id	RepoUNACR22935
recordtype	dspace
spelling	RepoUNACR229352023-05-15T22:41:34Z Problem solving in the teaching of single variable differential and integral calculus: Perspective of mathematics teachers Resolución de problemas en la enseñanza del cálculo diferencial e integral en una variable: Perspectiva de los docentes de matemática Resolução de problemas no ensino do cálculo diferencial e integral em uma variável: Perspectiva dos docentes de matemática Alfaro Carvajal, Cristian Fonseca Castro, Jennifer MATEMATICAS MATHEMATICS EDUCATION CALCULO DIFERENCIAL ENSEÑANZA SUPERIOR TEACHING LEARNING INTEGRAL CALCULUS DIFERENTIAL CALCULUS There is a wide diversity of approaches to solving problems in the teaching of mathematics. In particular, the meaning of “problem solving” differs between theory and practice. In the teaching of higher mathematics, problem solving is frequently used in single variable differential and integral calculus, as indicated by course contents and the number of university programs that include it in their curricula. We therefore investigated the ways in which mathematics teachers use problem solving in the teaching of ingle variable differential and integral calculus. A questionnaire was applied to teachers with experience in teaching single variable differential and integral calculus from the Universidad de Costa Rica, the Universidad Nacional de Costa Rica, the Instituto Tecnológico Costa Rica, and the Universidad Estatal a Distancia. The results reveal contradictions between teachers’ conceptions of what a mathematical problem is and their implementation of problem solving in the classroom. Las líneas de investigaciones en resolución de problemas en la enseñanza de las matemáticas son muchas y con similitudes y discrepancias entre sí. En particular, lo que se entiende por resolución de problemas presenta diferencias entre la teoría y la práctica. En la enseñanza de la matemática superior, el cálculo diferencial e integral en una variable es un área rica para el uso de la resolución de problemas por sus tenidos y la cantidad de carreras universitarias que la incluyen en sus planes de estudios. Por esto se quiso indagar sobre el uso que le dan docentes de matemática a la resolución de problemas en la enseñanza del cálculo diferencial e integral en una variable. Para esto se aplicó un cuestionario a docentes con experiencia en la enseñanza del cálculo diferencial e integral en una variable de la Universidad de Costa Rica, la Universidad Nacional, el Instituto Tecnológico de Costa Rica y la Universidad Estatal a Distancia. Los resultados revelan contradicciones entre las concepciones de docentes sobre lo que es un problema matemático y su implementación en el aula. As linhas de pesquisa na resolução de problemas no ensino da matemática são muitas e com semelhanças e discrepâncias entre si. Particularmente, o que se entende por resolução de problemas apresenta difer-enças entre a teoria e a prática. No ensino da matemática superior, o cálculo diferencial e integral em uma variável é uma área rica para o uso da resolução de problemas por seus conteúdos e pela quantidade de carreiras universitárias que a incluem em seus planos de estudos. Por isso, quis-se indagar sobre o uso que os docentes de matemática dão à resolução de problemas no ensino do cálculo diferencial e integral em uma variável. Para isso, foi realizado um questionário com os docentes experientes no ensino do cálculo dif-erencial e integral em uma variável da Universidade da Costa Rica, da Universidade Nacional, do Instituto Tecnológico da Costa Rica e da Universidade Estatal a Distância. Os resultados revelam contradições entre os conceitos dos docentes sobre o que é um problema matemático e sua implementação na sala de aula. Palavras-chaves Universidad Nacional, Costa Rica Escuela de Matemática 2022-04-27T20:02:51Z 2022-04-27T20:02:51Z 2018-07-25 http://purl.org/coar/resource_type/c_6501 2215-3470 http://hdl.handle.net/11056/22935 eng Acceso abierto http://creativecommons.org/licenses/by-nc-nd/4.0/ application/pdf Universidad Nacional (Costa Rica) Uniciencia, Vol. 32, no. 2, 42-56 2018
institution	Universidad Nacional de Costa Rica
collection	Repositorio UNA-Costa Rica
language	Inglés
topic	MATEMATICAS MATHEMATICS EDUCATION CALCULO DIFERENCIAL ENSEÑANZA SUPERIOR TEACHING LEARNING INTEGRAL CALCULUS DIFERENTIAL CALCULUS
spellingShingle	MATEMATICAS MATHEMATICS EDUCATION CALCULO DIFERENCIAL ENSEÑANZA SUPERIOR TEACHING LEARNING INTEGRAL CALCULUS DIFERENTIAL CALCULUS Alfaro Carvajal, Cristian Fonseca Castro, Jennifer Problem solving in the teaching of single variable differential and integral calculus: Perspective of mathematics teachers
description	There is a wide diversity of approaches to solving problems in the teaching of mathematics. In particular, the meaning of “problem solving” differs between theory and practice. In the teaching of higher mathematics, problem solving is frequently used in single variable differential and integral calculus, as indicated by course contents and the number of university programs that include it in their curricula. We therefore investigated the ways in which mathematics teachers use problem solving in the teaching of ingle variable differential and integral calculus. A questionnaire was applied to teachers with experience in teaching single variable differential and integral calculus from the Universidad de Costa Rica, the Universidad Nacional de Costa Rica, the Instituto Tecnológico Costa Rica, and the Universidad Estatal a Distancia. The results reveal contradictions between teachers’ conceptions of what a mathematical problem is and their implementation of problem solving in the classroom.
format	Artículo
author	Alfaro Carvajal, Cristian Fonseca Castro, Jennifer
author_sort	Alfaro Carvajal, Cristian
title	Problem solving in the teaching of single variable differential and integral calculus: Perspective of mathematics teachers
title_short	Problem solving in the teaching of single variable differential and integral calculus: Perspective of mathematics teachers
title_full	Problem solving in the teaching of single variable differential and integral calculus: Perspective of mathematics teachers
title_fullStr	Problem solving in the teaching of single variable differential and integral calculus: Perspective of mathematics teachers
title_full_unstemmed	Problem solving in the teaching of single variable differential and integral calculus: Perspective of mathematics teachers
title_sort	problem solving in the teaching of single variable differential and integral calculus: perspective of mathematics teachers
publisher	Universidad Nacional (Costa Rica)
publishDate	2022
url	http://hdl.handle.net/11056/22935
_version_	1796095766916235264
score	12.041272

Problem solving in the teaching of single variable differential and integral calculus: Perspective of mathematics teachers

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