Where does the calculus go? An investigation of how calculus ideas are used in later coursework

Czocher, Jennifer A.; Tague, Jenna; Baker, Greg

doi:10.1080/0020739x.2013.780215

Cited by 23 publications

(30 citation statements)

References 22 publications

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“…The research findings are supported by many studies who tried to compare the procedural skills of students in experimental groups, taught by using ICT with those from control groups taught traditionally (Code, Piccolo, Kohler & MacLean, 2014;Arslan, 2010;Czocher, Tague & Baker, 2013). Result of these studies found that there is no significant difference between the two groups.…”

Section: Test Of Significant Difference In the Pretest And Posttest Psupporting

confidence: 66%

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Mendezabal

Tindowen

2018

J. Technol. Sci. Educ.

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This study examined the effects of using Microsoft Mathematics on students' attitude, conceptual understanding, and procedural skills in Differential Calculus. A quasi-experimental research design was used in which two different learning environments were compared. The participants of the study were two classes of Electrical Engineering students enrolled in Differential Calculus course, assigned randomly as control and experimental groups with 30 students in each group. The control group was taught using the traditional approach of teaching Differential Calculus while the experimental group was taught the same lessons using the Microsoft Mathematics embedded activity sheets. The experimental group learned through exploration and discovery of various concepts. The findings indicated that the participants had little understanding of the concepts and processes of Calculus prior to the conduct of the study. A significant improvement in their performances was noted after the experimentation. This suggests that the use of Microsoft Mathematics in teaching and learning Differential Calculus improves students' conceptual understanding and procedural skills. It is also found that the use of Microsoft Mathematics in teaching and learning calculus is equally effective as the traditional approach. In terms of attitude, the experimental group demonstrated a "favorable" to "very highly favorable" attitude along the five (5) domains of the MTAS. A significant difference exists between the pretest and posttest attitude of the participants on the domain "learning Mathematics with technology".

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Section: Test Of Significant Difference In the Pretest And Posttest Psupporting

confidence: 66%

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Mendezabal

Tindowen

2018

J. Technol. Sci. Educ.

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“…In Study C, I present a curricular matchup analysis of two engineering courses, Circuits and Statics, and compare the content of each against the calculus course which they list as a prerequisite. The full corpus of homework problems for one semester in each of these courses is taken as the sample, and analyzed with the mathematics-in-use technique [1]. Overall, very few of the assigned problems use any calculus at all, just 8% in statics and 20% in circuits.…”

Section: Study Cmentioning

confidence: 99%

Mathematical Maturity for Engineering Students

Faulkner

Earl

Herman

2019

Int. J. Res. Undergrad. Math. Ed.

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This dissertation presents four studies on the mathematical education of engineering students. The first study is a qualitative analysis of the beliefs of engineering faculty at a single institution regarding what constitutes "mathematical maturity" for engineering students. Faculty emphasized the need for mathematical modeling skills, fluent symbolic representation skills, and a combination of effortless algebraic fluency and ability to use computational tools. The second study is an analysis of the beliefs of engineering faculty at a variety of institutions. These faculty also emphasized modeling, representation, and computation, corroborating the results of the first study. The third study is an analysis of the mathematical content of engineering circuits and statics homework problems. Just 8% of statics problems and 20% of circuits problems use calculus, and in a much more limited way than what is taught in calculus. The fourth study presents a quantitative survey of engineering sophomores' perceptions of the relevance of mathematics to their engineering studies. The students have somewhat favorable views of the relevance of mathematics, but some high-performing students view mathematics as irrelevant.ii To David Pierce, for starting me on the path to becoming an educator.And to Caitlin McGuire, for helping me complete that journey.iii

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“…То значи да је у развојном смислу оправдано да ученик упражњава различите мисаоне операције у математици, које представљају начине функционисања непотпуно развијених когнитивних микроструктура (способности, вештине, знање и искуства). Таква улога припада задацима који захтевају виши ниво математичког мишљења (Ärlebäck et al, 2013;Czocher, Tague, & Baker, 2013). То произилази из логике унутрашњих особина процеса когнитивног развоја и подразумева прихватање става да се на развој когнитивног капацитета код ученика може систематски утицати организованом наставом и учењем (Swanson & Williams, 2014), што је становиште које се исходишно јавља у оквиру теорије интелектуалног развоја Л. С. Виготског.…”

Section: прилагођавање тежине задатка и когнитивни изазовunclassified

Characteristics of the process of solving mathematical tasks

Antonijević¹

2018

Nastava i vaspitanje

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Радован Антонијевић 2Одељење за педагогију и андрагогију, Филозофски факултет Универзитета у Београду, Србија У процесу наставе математике подстиче се развој когнитивног капацитета ученика, тако да настава математике представља кључну област наставе за одвијање процеса интелектуалног васпитања у школи. У овом раду разматрају се неке од кључних карактеристика тог процеса. Централно место заузима разматрање улоге сложеног феномена који је означен као "когнитивна препрека", феномена који се јавља у поступцима решавања математичких проблемских задатака. Сваки проблемски задатак у настави математике обично се осмишљава на тај начин да садржи оно што је у задатку тражено да би се дошло до открића решења. На основу тога, ствара се код ученика на мисаоном плану когнитивна препрека, као и когнитивни изазов одређеног нивоа интензитета. У процесу "савладавања когнитивне препреке" у решавању неког проблемског задатка у настави математике неопходно је да ученик уложи одређени ниво когнитивног напора и да оптимално ангажује референтни део когнитивног капацитета који поседује. Процес решавања задатка одвија се кроз различите мисаонe активности (мисаонe операцијe), користећи претходна знања и искуства неопходна за ефикасно решавање одређених група проблемских задатака. Систем когнитивних препрека треба да представља саставни део реализације наставног програма математике, како би се омогућило иницирање мисаоних активности ученика на оптималном нивоу и развој различитих математичких когнитивних микроструктура (способности, вештине, знање), развој капацитета математичког мишљења ученика, као и развој когнитивног капацитета ученика у целини. математички задатак, когнитивна препрека, когнитивни изазов, когнитивни напор, развојна трансформација.

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Where does the calculus go? An investigation of how calculus ideas are used in later coursework

Cited by 23 publications

References 22 publications

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Mathematical Maturity for Engineering Students

Characteristics of the process of solving mathematical tasks

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