Let's travel? - an experience in Differential and Integral Calculus with Engineering students
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Educação Matemática (Online) |
Texto Completo: | https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/298 |
Resumo: | For many students, the discipline of Differential and Integral Calculus is abstract, difficult, with many mathematical symbolsand boring. This discipline has been responsible for high rates of disapproval and school dropout. Thus, it is important to reflect on the teaching and learning of notions of Calculus, something that was done here and specifically involved applications of derivatives. One possible approach to this discipline is through the Problem-Based Learning (PBL) an active learning methodology. However, there is little research involving this methodology and the discipline of Differential and Integral Calculus. We apply the PBL in engineering classes. The problems chosen involved optimization and derivative applications. We found out that the use of PBL has positive aspects such as increased attention and interest on the part of the students, significant interaction with colleagues, and increased awareness of the need for study and research to solve a real problem. Some unusual situations have occurred, such as solving the problem in a different way than expected, difficulties related to understanding the problem, confusion and errors in the use of previous contents. There was a greater motivation and engagement of most students over a traditional class, and although they presented difficulties, they were able to associate theory with practice. Through the insertion of motivating problems, certain obstacles noted in the teaching and learning of Calculus can be attenuated. |
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Let's travel? - an experience in Differential and Integral Calculus with Engineering students¿Vamos a viajar? - una experiencia en clases de Calculo Diferencial e Integral con estudiantes de IngenieríaVamos viajar? – uma abordagem da Aprendizagem baseada em Problemas no Cálculo Diferencial e Integral com alunos de EngenhariaProblem-Based LearningABPCalculusEngineering courseTeaching CalculusAprendizaje Basado en ProblemasCurso de IngenieríaEnseñanza del CálculoAprendizagem Baseada em ProblemasEnsino de CálculoCursos de EngenhariaFor many students, the discipline of Differential and Integral Calculus is abstract, difficult, with many mathematical symbolsand boring. This discipline has been responsible for high rates of disapproval and school dropout. Thus, it is important to reflect on the teaching and learning of notions of Calculus, something that was done here and specifically involved applications of derivatives. One possible approach to this discipline is through the Problem-Based Learning (PBL) an active learning methodology. However, there is little research involving this methodology and the discipline of Differential and Integral Calculus. We apply the PBL in engineering classes. The problems chosen involved optimization and derivative applications. We found out that the use of PBL has positive aspects such as increased attention and interest on the part of the students, significant interaction with colleagues, and increased awareness of the need for study and research to solve a real problem. Some unusual situations have occurred, such as solving the problem in a different way than expected, difficulties related to understanding the problem, confusion and errors in the use of previous contents. There was a greater motivation and engagement of most students over a traditional class, and although they presented difficulties, they were able to associate theory with practice. Through the insertion of motivating problems, certain obstacles noted in the teaching and learning of Calculus can be attenuated.La disciplina del cálculo diferencial e integral ha sido responsable de las altas tasas de fracaso y deserción. Por lo tanto, es importante reflexionar sobre la enseñanza y el aprendizaje de los conceptos de cálculo. Un posible enfoque para este tema es a través de la metodología activa de Aprendizaje Basado en Problemas (PBL). Sin embargo, hay poca investigación sobre esta metodología y su uso en disciplinas de cálculo diferencial e integral. En este trabajo, al investigar la práctica en sí, aplicamos BPA en las clases de ingeniería, con el objetivo de responder a la siguiente pregunta: ¿Cuáles son las potencialidades del uso de BPA en la enseñanza y el aprendizaje de contenido derivado en la disciplina del cálculo diferencial e integral I , haciendo posible resolver problemas reales? Los problemas elegidos involucraron aplicaciones de optimización y derivadas. Descubrimos que el uso de PBL tiene aspectos positivos como mejorar la atención e interés de los estudiantes, permitir una interacción significativa con sus compañeros y aumentar la percepción de la necesidad de estudios e investigaciones para resolver un problema real. Se han producido algunas situaciones inusuales, como resolver un problema de formas diferentes a las esperadas, dificultades relacionadas con la comprensión de los problemas, así como confusión y errores en el uso de contenido anterior. La mayoría de los estudiantes estaban más motivados y comprometidos con una clase tradicional, y aunque tenían dificultades, podían asociar la teoría con la práctica. Mediante la inserción de problemas motivadores, se pueden mitigar / superar ciertos obstáculos relacionados con el cálculo de la enseñanza y el aprendizaje.A disciplina de Cálculo Diferencial e Integral I tem sido responsável por altos índices de reprovação e evasão. Assim, é importante refletir acerca do ensino e da aprendizagem de conceitos do Cálculo. Uma abordagem possível para essa disciplina é por meio da metodologia ativa Aprendizagem Baseada em Problemas – ABP (em inglês, Problem-Based Learning – PBL). Entretanto, há poucas pesquisas envolvendo essa metodologia e sua utilização em disciplinas de Cálculo Diferencial e Integral. Neste trabalho, por meio de investigação da própria prática, utilizamos a ABP em turmas de Engenharia, objetivando responder à seguinte questão: Quais são as potencialidades do uso da ABP no ensino de derivadas na disciplina de Cálculo Diferencial e Integral I, possibilitando a resolução de problemas reais? Os problemas escolhidos envolveram otimização e aplicações de derivadas. Constatamos que o uso da ABP possui aspectos positivos como uma potencialização da atenção e do interesse por parte dos estudantes, a viabilização de uma interação significativa com os colegas, além do aumento da percepção da necessidade de estudos e pesquisas para se resolver um problema real. Algumas situações inusitadas ocorreram, tais como a resolução de um problema de maneiras diferentes da tradicionalmente prevista, as dificuldades relacionadas à compreensão dos problemas, bem como confusão e erros no uso de conteúdos prévios. Houve uma maior motivação e um engajamento da maioria dos estudantes em relação a uma aula tradicional e, embora tenham apresentado dificuldades, eles conseguiram associar a teoria com a prática. Por meio da inserção de problemas motivadores, determinados obstáculos ligados à aprendizagem de Cálculo podem ser atenuados / superados.Sociedade Brasileira de Educação Matemática (SBEM)2019-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/29810.25090/remat25269062v16n232019p449a469Revista de Educação Matemática; Vol. 16 No. 23 (2019): set./dez. 2019; 449 - 469Revista de Educação Matemática; ##issue.vol## 16 ##issue.no## 23 (2019): set./dez. 2019; 449 - 469Revista de Educação Matemática; Vol. 16 Núm. 23 (2019): set./dez. 2019; 449 - 469Revista de Educação Matemática; v. 16 n. 23 (2019): set./dez. 2019; 449 - 4692526-9062reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática (SBEM)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/298/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/298/Artigo%20em%20pdfCopyright (c) 2019 Aldo Peres Campos Lopes; Frederico da Silva Reisinfo:eu-repo/semantics/openAccessLopes, Aldo Peres CamposReis, Frederico da Silva2021-05-06T16:11:22ZRevistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONG |
dc.title.none.fl_str_mv |
Let's travel? - an experience in Differential and Integral Calculus with Engineering students ¿Vamos a viajar? - una experiencia en clases de Calculo Diferencial e Integral con estudiantes de Ingeniería Vamos viajar? – uma abordagem da Aprendizagem baseada em Problemas no Cálculo Diferencial e Integral com alunos de Engenharia |
title |
Let's travel? - an experience in Differential and Integral Calculus with Engineering students |
spellingShingle |
Let's travel? - an experience in Differential and Integral Calculus with Engineering students Lopes, Aldo Peres Campos Problem-Based Learning ABP Calculus Engineering course Teaching Calculus Aprendizaje Basado en Problemas Curso de Ingeniería Enseñanza del Cálculo Aprendizagem Baseada em Problemas Ensino de Cálculo Cursos de Engenharia |
title_short |
Let's travel? - an experience in Differential and Integral Calculus with Engineering students |
title_full |
Let's travel? - an experience in Differential and Integral Calculus with Engineering students |
title_fullStr |
Let's travel? - an experience in Differential and Integral Calculus with Engineering students |
title_full_unstemmed |
Let's travel? - an experience in Differential and Integral Calculus with Engineering students |
title_sort |
Let's travel? - an experience in Differential and Integral Calculus with Engineering students |
author |
Lopes, Aldo Peres Campos |
author_facet |
Lopes, Aldo Peres Campos Reis, Frederico da Silva |
author_role |
author |
author2 |
Reis, Frederico da Silva |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Lopes, Aldo Peres Campos Reis, Frederico da Silva |
dc.subject.por.fl_str_mv |
Problem-Based Learning ABP Calculus Engineering course Teaching Calculus Aprendizaje Basado en Problemas Curso de Ingeniería Enseñanza del Cálculo Aprendizagem Baseada em Problemas Ensino de Cálculo Cursos de Engenharia |
topic |
Problem-Based Learning ABP Calculus Engineering course Teaching Calculus Aprendizaje Basado en Problemas Curso de Ingeniería Enseñanza del Cálculo Aprendizagem Baseada em Problemas Ensino de Cálculo Cursos de Engenharia |
description |
For many students, the discipline of Differential and Integral Calculus is abstract, difficult, with many mathematical symbolsand boring. This discipline has been responsible for high rates of disapproval and school dropout. Thus, it is important to reflect on the teaching and learning of notions of Calculus, something that was done here and specifically involved applications of derivatives. One possible approach to this discipline is through the Problem-Based Learning (PBL) an active learning methodology. However, there is little research involving this methodology and the discipline of Differential and Integral Calculus. We apply the PBL in engineering classes. The problems chosen involved optimization and derivative applications. We found out that the use of PBL has positive aspects such as increased attention and interest on the part of the students, significant interaction with colleagues, and increased awareness of the need for study and research to solve a real problem. Some unusual situations have occurred, such as solving the problem in a different way than expected, difficulties related to understanding the problem, confusion and errors in the use of previous contents. There was a greater motivation and engagement of most students over a traditional class, and although they presented difficulties, they were able to associate theory with practice. Through the insertion of motivating problems, certain obstacles noted in the teaching and learning of Calculus can be attenuated. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-09-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/298 10.25090/remat25269062v16n232019p449a469 |
url |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/298 |
identifier_str_mv |
10.25090/remat25269062v16n232019p449a469 |
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por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/298/pdf https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/298/Artigo%20em%20pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Aldo Peres Campos Lopes; Frederico da Silva Reis info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Aldo Peres Campos Lopes; Frederico da Silva Reis |
eu_rights_str_mv |
openAccess |
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application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática (SBEM) |
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Sociedade Brasileira de Educação Matemática (SBEM) |
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Revista de Educação Matemática; Vol. 16 No. 23 (2019): set./dez. 2019; 449 - 469 Revista de Educação Matemática; ##issue.vol## 16 ##issue.no## 23 (2019): set./dez. 2019; 449 - 469 Revista de Educação Matemática; Vol. 16 Núm. 23 (2019): set./dez. 2019; 449 - 469 Revista de Educação Matemática; v. 16 n. 23 (2019): set./dez. 2019; 449 - 469 2526-9062 reponame:Revista de Educação Matemática (Online) instname:Sociedade Brasileira de Educação Matemática (SBEM) instacron:SBEM |
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Sociedade Brasileira de Educação Matemática (SBEM) |
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Revista de Educação Matemática (Online) |
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Revista de Educação Matemática (Online) |
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