Relevant bibliographies by topics / Calculus – Study and teaching – Rwanda

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Calculus – Study and teaching – Rwanda'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Calculus – Study and teaching – Rwanda"

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Boelkins, Matthew R., and Thomas J. Pfaff. "TEACHING CALCULUS STUDENTS HOW TO STUDY." PRIMUS 8, no. 3 (1998): 253–64. http://dx.doi.org/10.1080/10511979808965902.

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Yusri, Muhammad Yassar, Shamsatun Nahar Ahmad, Mohd Hanafi Azman Ong, and Nosiah Khalil. "The Effectiveness of Collaborative Teaching Method in Teaching Calculus I." Environment-Behaviour Proceedings Journal 5, SI1 (2020): 187–91. http://dx.doi.org/10.21834/ebpj.v5isi1.2319.

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The collaborative teaching method is a method that requires students working together in groups to solve problems to perform better in their studies. This paper aims to determine the method’s effectiveness in teaching Calculus I in UiTMCJ. Some students were chosen to participate in this study. They were taught Calculus I using this method and were assessed by using pre-assessment and post-assessment questions. The scores were analyzed using the paired T-test method. The results suggest that this method is effective to be used to teach Calculus I in UiTMCJ. Keywords: Collaborative teaching; Ca
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Murni, Dewi, Helma Helma, and Mirna Mirna. "Efektivitas Penggunaan Bahan Ajar Kalkulus Berbasis ICT Terintegrasi Masalah Kontekstual untuk Meningkatkan Aktivitas, Motivasi, dan Hasil Belajar Mahasiswa." JURNAL EKSAKTA PENDIDIKAN (JEP) 4, no. 2 (2020): 171. http://dx.doi.org/10.24036/jep/vol4-iss2/502.

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This research is part of the development research on Calculus teaching materials. The purpose of this study was to see the effectiveness of using Technology Information Comunication-based calculus teaching materials integrated contextual issues, especially to find out the activities and motivation of student learning while using the calculus teaching materials. Instruments for collecting data in research observation sheets and questionnaires. The data analysis technique used is descriptive statistical analysis. The results of the study are teaching materials Calculus can activate students in l
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Touval, Ayana. "Sharing Teaching Ideas: Finding Extrema Without Calculus." Mathematics Teacher 85, no. 5 (1992): 357–59. http://dx.doi.org/10.5951/mt.85.5.0357.

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In my precalculus classes, questions about the points of extremum of a cubic usually arise. Students often think that the points are halfway between successive x-intercepts (when more than one is involved). For example, in figure 1 they think that the point of relative minimum is at x = 2 and that the point of relative maximum is at 0.5. Many interesting discussions ensue from this erroneous assumption. The following approach to find extremum moves from a study of the quadratic equation to cubics by using previously learned techniques. Calculus methods are not used.
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Oktaviyanthi, Rina, and Yani Supriani. "UTILIZING MICROSOFT MATHEMATICS IN TEACHING AND LEARNING CALCULUS." Journal on Mathematics Education 6, no. 1 (2015): 63–76. http://dx.doi.org/10.22342/jme.6.1.1902.63-76.

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The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students’ achievement and the effects of the use of Microsoft Mathematics on students’ attitudes in relation to such experience. Two classes of the students from the first year student in Universitas Serang Raya were participated in the study. This study found that students who taught by using Microsoft Mathemati
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Septian, Ari, Darhim Darhim, and Sufyani Prabawanto. "The Development of Calculus Teaching Materials using Geogebra." IndoMath: Indonesia Mathematics Education 4, no. 1 (2021): 1. http://dx.doi.org/10.30738/indomath.v4i1.7831.

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The purpose of this study is to find out the calculus teaching material using GeoGebra, knowing the results of expert validation in terms of multimedia and material, and knowing the effectiveness of using calculus teaching material using GeoGebra. The research method used is research and development. The research subjects were 155 students in Departement of Mathematics Education at Universitas Suryakancana. The results of the validation of media experts using the Kendall test, sig. = 0.062 > 0.05 (Ho accepted) means that the calculus teaching material using GeoGebra is feasible to use. The
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Lan, Xiaofeng, and Zhou Ying. "Teaching Derivative Concept Using 6 Questions Cognitive Model." Journal of Didactic Mathematics 1, no. 3 (2021): 127–37. http://dx.doi.org/10.34007/jdm.v1i3.371.

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Derivative is one of the basic concepts of calculus, has an extremely rich practical background and wide application. However, "low exploration" of the limit thought in teaching and learning activities have caused difficulties in future advanced mathematics learning. The purpose of this study is to create a learning model that helps students understand calculus. The method in this research is using research and development method, designing a learning model using 6 questions cognitive model on derivative material. Based on the results of developing a new learning model in this study using the
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Lan, Xiaofeng, and Zhou Ying. "Teaching Derivative Concept Using 6 Questions Cognitive Model." Journal of Didactic Mathematics 1, no. 3 (2021): 127–37. http://dx.doi.org/10.34007/jdm.v1i3.371.

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Derivative is one of the basic concepts of calculus, has an extremely rich practical background and wide application. However, "low exploration" of the limit thought in teaching and learning activities have caused difficulties in future advanced mathematics learning. The purpose of this study is to create a learning model that helps students understand calculus. The method in this research is using research and development method, designing a learning model using 6 questions cognitive model on derivative material. Based on the results of developing a new learning model in this study using the
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Farida, Nurul, and Rina Agustina. "ANALISIS BAHAN AJAR PADA MATA KULIAH KALKULUS LANJUT." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 6, no. 1 (2017): 40. http://dx.doi.org/10.24127/ajpm.v6i1.861.

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Teaching materials are learning resources in the form of materials or materials arranged systematically to help educators in learning so that learners are able to master the competence to be achieved. Based on the results of prasurvey obtained results that not yet available teaching materials that are able to facilitate, find, and develop mathematical concepts in advanced calculus course. Inquiry is a learning activity that emphasizes the critical thinking process and analysis to find and solve the problems until get a conclusion.This study aims to analyze the process of preparing the teaching
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Serkan, Christopher G. "The Integration Of Computing Technology Into Undergraduate Mathematics Classes." International Journal for Innovation Education and Research 3, no. 5 (2015): 149–62. http://dx.doi.org/10.31686/ijier.vol3.iss5.371.

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This study investigated different calculus professors’ conceptions about mathematics and mathematical learning, calculus teaching with or without the use of computing technology, and the experiences in which those conceptions were grounded. Six college professors were purposefully selected and studied. The results showed the professors’ perceptions of the effects of technology use on pedagogy and students’ learning; their perceptions of barriers and challenges to the adoption and use of technology for teaching and learning calculus; and their experience, knowledge, and motivation for adopting
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Dissertations / Theses on the topic "Calculus – Study and teaching – Rwanda"

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Gibson, Kathleen Renae. "Nonstandard analysis based calculus." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/915.

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In the first part of the project the elementary development of an extended number system called Hyperreals is discussed. The second half of this project develops the basics of Nonstandard Analysis, including the theory of ultrafilters, and the formal construction of the Hyperreals.
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Leonard, William Rich Beverly Susan. "Implementation of a computer algebra system in the calculus classroom a multiple case study /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006622.

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Thesis (Ph. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed April 20, 2006. Dissertation Committee: Beverly S. Rich (Chair), Roger Day, Patricia Klass, Carol A. Thronton [i.e. Thornton]. Includes bibliographical references (leaves 129-134) and abstract. Also available in print.
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Gooya, Zahra. "Students' conceptual understanding of calculus." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28056.

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The purpose of this study was to identify the nature of students' conceptual understanding of two concepts of calculus namely, derivative and function. As a way of collecting data two methods were employed: (a) modification of Piagetean clinical interview; and, (b) tutorial sessions. Whenever the students seemed to be confused about the issues being discussed, the researcher provided instructions through the tutorial sessions. The analysis of data was done by developing individual profiles and by response categories. It was found that the interview methodology was effective in revealing some
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Niyonkuru, Richard. "Entrepreneurship education at tertiary institutions in Rwanda: a situation analysis." University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study explored the provision of entrepreneurship education at higher education institutions in Rwanda with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option.
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Coetzee, Johanna. "Reform-based approaches in the learning and teaching for conceptual understanding of calculus for diploma studies at south african university." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4959.

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This research tested whether Reform-Based Approaches (RBAs) in the learning and teaching of calculus could lead to improved conceptual understanding. The study adopted positivistic paradigm, quantitative approach and pre- and post-test in a quasi-experimental design. The theoretical framework was Constructivism. The interventions were grounded on learner-centred RBAs including Interactive Engagement (IE), Peer Discussion (PD) and Good Questions (GQ). The experimental group comprised 119 volunteering students from a population of 461 registered for Mathematics as a service subject for the Natio
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Moru, Eunice Kolitsoe. "Epistemological obstacles in coming to understand the limit concept at undergraduate level: a case of the National University of Lesotho." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2638_1182747979.

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<p>The purpose of this study was to investigate the epistemological obstacles that mathematics students at undergraduate level encounter in coming to understand the limit concept. The role played by language and symbolism in understanding the limit concept was also investigated. A group of mathematics students at undergraduate level at the National University of Lesotho (NUL) was used as the sample for the study. Empirical data were collected by using interviews and questionnaires. These data were analysed using both the APOS framework and a semiotic perspective.</p> <p><br /> Within the APOS
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Strand, Stephen Raymond II. "The Intermediate Value Theorem as a Starting Point for Inquiry-Oriented Advanced Calculus." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2914.

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Making the transition from calculus to advanced calculus/real analysis can be challenging for undergraduate students. Part of this challenge lies in the shift in the focus of student activity, from a focus on algorithms and computational techniques to activities focused around definitions, theorems, and proofs. The goal of Realistic Mathematics Education (RME) is to support students in making this transition by building on and formalizing their informal knowledge. There are a growing number of projects in this vein at the undergraduate level, in the areas of abstract algebra (TAAFU: Larsen, 20
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Kereni, Ildephonse. "Developing academic writing at the National University of Rwanda: a case study of first year economics and management." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This aim of this study was to investigate the extent to which writing skills offered in the one-year intensive English course and in the 75 hour course of Speaking and Writing Skills, prepare students for academic writing in the subjects which are offered through the medium of English. The study focused on first year Economics and Management.
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Santos, Trigo Luz Manuel. "College students' methods for solving mathematical problems as a result of instruction based on problem solving." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31100.

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This study investigates the effects of implementing mathematical problem solving instruction in a regular calculus course taught at the college level. Principles associated with this research are: i) mathematics is developed as a response to finding solutions to mathematical problems, ii) attention to the processes involved in solving mathematical problems helps students understand and develop mathematics, and iii) mathematics is learned in an active environment which involves the use of guesses, conjectures, examples, counterexamples, and cognitive and metacognitive strategies. Classroom acti
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Bethley, Troy Y. "The Relationship between the Advanced Placement Calculus AB Exam and Student Achievement in College Level Math 1710-Calculus I." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984187/.

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The purpose of this dissertation was to investigate the relationship between the Advanced Placement Calculus AB exam and student achievement in college level Math 1710-Calculus I. The review of literature shows that this possible relationship is based on Alexander Astin's longitudinal input-environment-outcome (I-E-O) model. The I-E-O model was used to analyze the relationship between the input and outcome of the two variables. In addition, this quantitative study determined the relationship between a score of 3 or lower on the Advanced Placement Calculus AB exam and student achievement in col
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Books on the topic "Calculus – Study and teaching – Rwanda"

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Teaching AP calculus. D & S Marketing, 2003.

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How to study calculus. Wm. C. Brown Publishers, 1994.

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Hugh, Neill, ed. Calculus. Hodder & Stoughton Educational, 2003.

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1939-, Wardle M. E., ed. Calculus. 3rd ed. Hodder & Stoughton, 1992.

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Hugh, Neill, ed. Calculus. NTC/Contemporary Pub., 1997.

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Abbott, P. Calculus. NTC Pub. Group, 1992.

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Taalman, Laura. Integrated calculus: Calculus with precalculus and algebra. Houghton Mifflin Co., 2005.

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Robert, Miller. Bob Miller's high school calculus for the clueless: High school calculus : honors calculus, AB and BC calculus. McGraw-Hill, 2008.

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Keisler, H. Jerome. Elementary calculus: An infinitesimal approach. 2nd ed. Prindle, Weber & Schmidt, 1986.

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André, Richard St. Study guide: Calculus and analytic geometry. 3rd ed. Wadsworth Pub. Co, 1990.

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Book chapters on the topic "Calculus – Study and teaching – Rwanda"

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Ye, Qixiao. "Incorporating the Ideas and Methods of Mathematical Modeling into Calculus Teaching." In New ICMI Study Series. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02270-3_39.

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Bressoud, David, Victor Martinez-Luaces, Imène Ghedamsi, and Günter Törner. "Topic Study Group No. 16: Teaching and Learning of Calculus." In Proceedings of the 13th International Congress on Mathematical Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_43.

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Uwizeyimana, Valentin. "The University of Rwanda response to COVID-19." In The world universities’ response to COVID-19: remote online language teaching. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.52.1266.

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The universities in Rwanda, like in other countries, experienced uncertainty created by restrictions and lockdowns imposed to contain the spread of Coronavirus. None of the universities were prepared to face disruptions of this scale, however, learning had to continue irrespective of the COVID-19 pandemic. Based on the case of the University of Rwanda (UR), this chapter discusses the Rwandan university’s response to COVID-19, presents the lessons learnt, and provides recommendations that might help universities and researchers in the future. This chapter reports on a qualitative study that analysed the university’s news articles and official communications with regards to COVID-19 that were collected during a seven-month period. The findings revealed that the university was not indeed prepared to continue its teaching and learning activities remotely online, and that the decision to go online was top-down. Furthermore, it pointed out the lack of access to the required infrastructure and tools, the lack of technical support and training, and the digital divide that exists among students, as the major challenges to a successful remote online teaching and learning process.
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Tournès, Dominique. "The teaching of graphical calculus in engineering schools (1860-1970)." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.08.

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Graphical calculus is the part of numerical calculation that is based on geometrical constructions. It was established as a subject of knowledge and teaching from the 1860s onwards. With its three specialized components, graphical statics, graphical integration and nomography, it was a response to the growing calculation needs of engineers at the time of the industrial revolutions and the development of communication channels. It then became progressively obsolete in the 1960s due to the increasing role of computers and electronic calculators. The aim of the present contribution is to examine the content of graphical calculus courses created in engineering schools and universities between 1860 and 1960. Through a quantitative study of the treatises intended for the teaching of graphical calculus, we will also attempt to analyse, both chronologically and geographically, the diffusion processes of this teaching in Europe and the rest of the world during the period under consideration. Keywords: history of mathematics, mathematics education, mathematics of engineers, graphical calculus, graphical statics, graphical integration, nomography
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Abramovitz, B., M. Berezina, A. Berman, and L. Shvartsman. "A Blended Learning Approach in Mathematics." In Teaching Mathematics Online. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-875-0.ch002.

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In this chapter we present our work aimed at interweaving e-learning and face-to-face learning in Calculus courses for undergraduate engineering students. This type of blended learning (BL) contains the best properties of e-learning and face-to-face learning and helps overcome many obstacles in traditional teaching. We use our approach in order to improve students’ conceptual understanding of theorems. We describe online assignments specifically designed to help students better understand the meaning of a theorem. These assignments are given to students in addition to traditional lectures and tutorials with the objective that they can learn to learn on their own. Students “discover” the theorem and study it independently, by using a “bank” of examples and a lot of theoretical exercises we supply. The assignments are built in such a way that students receive feedback and instructions in response to their Web-based activity.
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Oliveira, Maria Paula, and Paula Carvalho. "Mathematics Exercise Generator." In Developing Technology Mediation in Learning Environments. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1591-4.ch015.

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Nowadays, the process of teaching and learning is changing from a traditional model in which teachers were the source of information to a model in which teachers appear as advisors who carefully observe students, assist in the selection of information by identifying their learning needs, and support students in their autonomous study. In this chapter, the authors describe an approach used in curricular units of first year in science and engineer degrees, which results from a connection of three projects born in University of Aveiro—MEGUA, SIACUA, and PmatE—and the interconnections of their informatics platforms. Although any scientific area besides mathematics can use this tool, the authors focus in a case study using an example on a specific topic of calculus courses for first year students on Engineering: Sequences and Series of Functions. The methodology described allows teachers to achieve further goals on learning strategies and students to have enough material to practice.
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Willetts, David. "How: EdTech." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0021.

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I have attended the launch of an education programme. It was blasted into orbit. I was in French Guyana for the launch of an Ariane rocket carrying a telecommunications satellite which would deliver broadband access to educational services for parts of Africa not reached by fibre or mobile phone masts. Many education programmes and teaching materials are available on-line but schools and colleges in parts of Ethiopia or Kenya or Rwanda do not have the broadband connections to access them. A small and affordable satellite dish at a local school or college opens up higher education to them. For centuries our picture of education has been very different. A wonderful image in a medieval illuminated manuscript shows a professor lecturing a class. It is a scene we recognize today: students at the front who are keen and attentive and others at the back who aren’t. The place is Bologna and the lecturer is Henry of Germany so the university is international. Some of the most profound features of university life are not very different from what those students experienced centuries ago, even whilst at the same time a student may be learning about the latest intellectual advances. This mix of ancient and modern is part of the particular appeal of the university—graduates dressed up in medieval robes and perhaps with some Latin thrown in are awarded doctorates for research out at the frontiers of knowledge. We are now at the moment when the technological revolution which has changed so much else in our lives is going to transform education. It won’t be the first time innovation has had this effect—the Victorian Penny Post made the correspondence course and the University of London external degree possible. There are sceptics who doubt the balance of ancient and modern is about to change radically. They argue that even whilst technology has changed the classic forms of academic study—the lecture, the printed book, the essay—are going to continue to be impervious to innovation because they meet deep human needs. Moreover there have been bold claims for the impact of technology on education which now sound pretty silly.
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Conference papers on the topic "Calculus – Study and teaching – Rwanda"

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Logofatu, Doina, Christina Andersson, Damian Groskreutz, Fitore Muharremi, and Egbert Falkenberg. "On teaching calculus for prospective engineers and computer scientists: A case study monitoring of six semester calculus at Frankfurt UAS." In 2018 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2018. http://dx.doi.org/10.1109/educon.2018.8363218.

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Ogegbo, Ayodele, and Oyebimpe Adegoke. "STUDENTS EXPERIENCES ON THE USE OF GOOGLE CLASSROOM: CASE STUDY OF A UNIVERSITY IN RWANDA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end060.

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Google is a popular Web 2.0 tools with many interesting facilities and applications. Like many other Web 2.0 tools, Google classroom has potential for teaching and learning due to its unique built-in functions that offer pedagogical, social and technological affordances. With this in mind, Google classroom as an open-source learning platform created in 2015 to simplify and enhance user collaboration, was considered a prominent technology tool used to enhance teaching and learning at a particular University in Rwanda. This study adopts a quantitative descriptive design to investigate university
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Retumban, Joseph D., Cinderella D. S. Dancel, Romeo Q. Tolentino, Alexa Ray R. Fernando, and Cresencia M. Vahdanipour. "An Empirical Study on the Impact of Pre-recorded Lectures on Students' Performance in Integral Calculus." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615360.

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Chen, Tao, and Wenbin Liu. "A Study on Teaching Reform of Economic Mathematics-Calculus in Financial and Economic Colleges and Universities." In 8th International Conference on Social Network, Communication and Education (SNCE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/snce-18.2018.250.

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Golnabi, Amir H., Eileen Murray, and Haiyan Su. "Effects of course coordination and part-time precalculus instructor support on student academic performance." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11079.

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This study aims to measure the impact of course coordination and part-time Precalculus instructor support on students academic performance. Our results show the Precalculus passing rate (71.53%) was slightly higher in the post-coordination cohorts. However, this difference was not statistically significant from the passing rate (70.70%) of the cohorts in pre-coordination. Also, there was no significant difference between the passing rates (66.90% vs 65.25%) of calculus in the pre- and post-coordination cohorts. However, when accounting for the two versions of calculus, we observed one passing
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