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Artigos de revistas sobre o assunto "Teaching of calculus":
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Sauerheber, Richard D. "Teaching the Calculus". International Journal of Mathematical Education in Science and Technology 43, n.º 1 (15 de janeiro de 2012): 85–100. http://dx.doi.org/10.1080/0020739x.2011.573916.
Dimitrić, R. M. "Using Less Calculus in Teaching Calculus: An Historical Approach". Mathematics Magazine 74, n.º 3 (1 de junho de 2001): 201. http://dx.doi.org/10.2307/2690721.
Dimitrić, R. M. "Using Less Calculus in Teaching Calculus: An Historical Approach". Mathematics Magazine 74, n.º 3 (junho de 2001): 201–11. http://dx.doi.org/10.1080/0025570x.2001.11953064.
Yusri, Muhammad Yassar, Shamsatun Nahar Ahmad, Mohd Hanafi Azman Ong e Nosiah Khalil. "The Effectiveness of Collaborative Teaching Method in Teaching Calculus I". Environment-Behaviour Proceedings Journal 5, SI1 (1 de junho de 2020): 187–91. http://dx.doi.org/10.21834/ebpj.v5isi1.2319.
From, Asta Halkjær, Alexander Birch Jensen, Anders Schlichtkrull e Jørgen Villadsen. "Teaching a Formalized Logical Calculus". Electronic Proceedings in Theoretical Computer Science 313 (28 de fevereiro de 2020): 73–92. http://dx.doi.org/10.4204/eptcs.313.5.
Dimiceli, Vincent E., Andrew S. I. D. Lang e LeighAnne Locke. "Teaching calculus with Wolfram|Alpha". International Journal of Mathematical Education in Science and Technology 41, n.º 8 (15 de dezembro de 2010): 1061–71. http://dx.doi.org/10.1080/0020739x.2010.493241.
Eichler, Andreas, e Ralf Erens. "Teachers’ beliefs towards teaching calculus". ZDM 46, n.º 4 (5 de julho de 2014): 647–59. http://dx.doi.org/10.1007/s11858-014-0606-y.
Acosta, Daniel J., e Randall Wills. "CLASSROOM INTEGRAL CALCULUS: SOME USEFUL DIGRESSIONS WHEN TEACHING INTEGRAL CALCULUS*". PRIMUS 12, n.º 1 (janeiro de 2002): 75–86. http://dx.doi.org/10.1080/10511970208984019.
In our experience of teaching Calculus to engineering undergraduates we have had to grapple
with many different problems. A major hurdle has been students’ inability to appreciate the
importance of the theory. In their view the theoretical part of mathematics is separate from the
computing part. In general, students also believe that they can pass their exams even though they
do not have a real understanding of the theory behind the problems they are required to solve. In
an effort to surmount these difficulties we tried to find ways to make students better understand
the theoretical part of Calculus. This paper describes our experience of teaching Calculus. It
reports on the continuation of our previous research.
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Rabb-Liu, Amy Felice 1968. "Teaching methods and student understanding in calculus". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288725.
This study is a comparative case study of what three college calculus teachers did in their classrooms and what their students understood about the concept of derivatives. The teachers were solicited on the basis of peer, supervisor and student recommendations as being good teachers; several volunteer student subjects were selected from each class. Using a naturalistic participant-observer paradigm, the data were collected primarily via extensive classroom observations and in-depth interviews with the teachers and students. Examination of written work, such as student exams, was employed for additional confirmation of hypotheses generated in the field. This study contributes to the bodies of knowledge on pedagogy, effective teaching, classroom dynamics, student understanding and teacher beliefs. The results should be of interest to teachers, teacher educators, mathematics text authors and people interested in how students learn and think about mathematics at the collegiate level. The study of these three classrooms reveals that there is a variety of effective teaching models for undergraduate calculus classrooms. There were, however, important commonalties among these models, the examination of which leads to some characterization of effective teaching practices. These teachers kept the focus on what their students were learning, rather than on covering material. In three different ways, these teachers each gave their students the opportunity to interact with the mathematics before the lesson ended. All three teachers displayed a willingness to grow and learn as teachers. Calculus students do not always learn what their teachers think they have taught. The students in this study displayed a variety of mistaken ideas about the concept of derivative and about other mathematical topics. For example, many students had trouble distinguishing between properties of the function and properties of the derivative. Some students believed that the derivative at a point was a line, rather than the numerical value associated with the slope of a line. Students and teachers disagreed about the correct definition of the derivative, with students attributing little importance to the idea of limits.
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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Bosch, Horacio E., Claudia Guzner, Mercedes S. Bergero, Blasi Mario A. Di, Adriana Schilardi e Leonor Carvajal. "Innovations in Educational Research and Teaching of Experimental Calculus". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79493.
For several decades, there have been a varying number of books on Calculus following the classic line of mathematical thought, where Mathematics is taught for everybody by means of rigorous definitions, theorems, and carefully detailed and extensive demonstrations. For mathematical education into the XXI Century the students need to achieve ability in handling of present mathematical tools and concepts from the beginning of their courses. These needs can be achieved today by means of a paradigmatic change in the focus of mathematics teaching: to learn to develop ideas and to experiment and test those ideas in such way that students can verify their own inferences. In this paper we report an educational research in teaching
and learning functions models according to a new paradigm in hands-on experimental mathematics, with applications in the real world, i.e. sciences and engineering by using Computer Algebra Systems. The study of functions is presented, focused into the framing of Exploratory Learning Systems, where students learn
by means of the action and their participation in it. It is designed for teachers working together with students in a computer laboratory like hands-on workshops-type activities on other sciences. In this way students have a more “alive”, “realistic” and “accessible” touch in Calculus.
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Marko, Benjamin David. "Teaching Concepts Foundational to Calculus Using Inquiry and Technology". University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1144777991.
CARVALHO, HELOISA DE ANDRADE. "STUDENTS ERROR ANALYSIS IN CALCULUS I AS A TEACHING STRATEGY". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27158@1.
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO A análise dos erros dos alunos pode e deve ser utilizada como ferramentas para aumentar a eficiência do processo de ensino e aprendizagem da Matemática. Esta pesquisa objetivou coletar e analisar os principais erros cometidos pelos alunos ingressantes no curso de Engenharia da Universidade Cândido Mendes, na disciplina de Cálculo I. A partir dessa análise foram feitas sugestões de mudanças em metodologias e abordagens do ensino específico da disciplina Cálculo I. The analysis of errors can and should be used as tools to increase the efficiency of the process of teaching and learning of mathematics. This survey aimed to collect and analyze the main mistakes made by students entering the course of engineering at Universidade Cândido Mendes, in the discipline of Calculus I. From this analysis suggestions were made for changes in methodologies and approaches of Calculus I specific teaching.
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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.
Thesis (Ph. D.)--Illinois State University, 2001. 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.
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 aspects of students' concept images. The students were found to have little meaningful understanding of derivative. A number of students held proper concept images of function which should lead to the development of an appropriate concept definition. It was also evident from the study that students had adequate skill in using algorithm to solve problems.
The results of the study would be useful to the instructors of calculus. It was suggested that introducing a concept by its formal definition would contribute to students' confusions and difficulties. Yet if a concept is presented by means of meaningful examples, students had better opportunity to develop their concept images. Thus leading them to form concept definitions. The researcher strongly recommended that more challenging exercises be posed to the students in problem-solving situations. Education, Faculty of Curriculum and Pedagogy (EDCP), Department of Graduate
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Kendal, Margaret. "Teaching and learning introductory differential calculus with a computer algebra system /". Connect to thesis, 2001. http://eprints.unimelb.edu.au/archive/00000299.
Thomas, Matthew. "Analyzing Conceptual Gains in Introductory Calculus with Interactively-Engaged Teaching Styles". Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/299075.
This dissertation examines the relationship between an instructional style called Interactive-Engagement (IE) and gains on a measure of conceptual knowledge called the Calculus Concept Inventory (CCI). The data comes from two semesters of introductory calculus courses (Fall 2010 and Spring 2011), consisting of a total of 482 students from the first semester and 5 instructors from the second semester. The study involved the construction and development of a videocoding protocol to analyze the type of IE episodes which occurred during classes. The counts of these episodes were then studied along with student gains, measured in a number of different ways. These methods included a traditionally used measure of gain, called normalized gain, which is computed at the instructor level. Additionally, gains were further investigated by constructing hierarchical linear models (HLMs) which allowed us to consider individual student characteristics along with the measures of classroom interactivity. Another framework for computing ability estimates, called Item Response Theory (IRT), was used to compute gains, allowing us to determine whether the method of computing gains affected our conclusions. The initial investigation using instructor-level gain scores indicated that the total number of interactions in a classroom and a particular type of interaction called "encouraging revisions" were significantly associated with normalized gain scores. When individual-level gain scores were considered, however, these instructor-level variables were no longer significantly associated with gains unless a variable indicating whether a student had taken calculus or precalculus in high school or in college was included in the model. When IRT was used to create an alternative measure of gain, the IE variables were not significant predictors of gains, regardless of whether prior mathematics courses were included, suggesting that the method of calculating gain scores is relevant to our findings.
Bressoud, David, Imène Ghedamsi, Victor Martinez-Luaces e Günter Törner. Teaching and Learning of Calculus. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32975-8.
Robert, Miller. Bob Miller's high school calculus for the clueless: High school calculus : honors calculus, AB and BC calculus. New York: McGraw-Hill, 2008.
Lopez, Robert J. "Teaching the Definite Integral". In Maple via Calculus, 49–54. Boston, MA: Birkhäuser Boston, 1994. http://dx.doi.org/10.1007/978-1-4612-0267-7_12.
Kidron, Ivy. "Calculus Teaching and Learning". In Encyclopedia of Mathematics Education, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77487-9_18-2.
Kidron, Ivy. "Calculus Teaching and Learning". In Encyclopedia of Mathematics Education, 87–94. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_18.
Zuccheri, Luciana, e Verena Zudini. "History of Teaching Calculus". In Handbook on the History of Mathematics Education, 493–513. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9155-2_24.
Roy, Kaustuv. "Freeing Time: A Propositional Calculus". In Teachers and Teaching, 131–57. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24670-9_5.
Bressoud, David, Imène Ghedamsi, Victor Martinez-Luaces e Günter Törner. "Teaching and Learning of Calculus". In ICME-13 Topical Surveys, 1–37. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32975-8_1.
Martinez-Luaces, Victor, e Sunsook Noh. "Teaching and Learning of Calculus". In The Proceedings of the 12th International Congress on Mathematical Education, 447–51. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12688-3_38.
Trabalhos de conferências sobre o assunto "Teaching of calculus":
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Ma, Qingxia, Xianguang Lin e Huijuan Li. "A Comparative Teaching of Fractional Calculus and Integer Calculus". In 2018 International Conference on Social Science and Education Reform (ICSSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsser-18.2018.22.
Zhu, Jing, Liancun Zheng e Zhi Xing Hu. "The Teaching Methods of Calculus". In 2011 International Conference on Control, Automation and Systems Engineering (CASE). IEEE, 2011. http://dx.doi.org/10.1109/iccase.2011.5997854.
Sliacky, Jan, e Petr Maj. "Lambdulus: teaching lambda calculus practically". In the 2019 ACM SIGPLAN Symposium. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3358711.3361629.
Zhou, Jianlan. "Discussion on Teaching of Calculus Limit". In 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.150.
Yi, Huang. "Innovation and Reform of Calculus Teaching". In Proceedings of The First International Symposium on Management and Social Sciences (ISMSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ismss-19.2019.52.
Wang, Wei. "Teaching of Mathematical Analysis or Calculus Based on the Thinking of Calculus". In 6th International Conference on Education Reform and Modern Management (ERMM 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210513.027.
Santiago-Acosta, Rubén Darío, e Ernesto Manuel Hernández Cooper. "TEACHING CALCULUS OF COMPLEX VARIABLES WITH MATHEMATICA". In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2623.
Tarouco, L., B. Gorziza, Y. Correa, E. M. H. Amaral e T. Muller. "Virtual laboratory for teaching Calculus: An immersive experience". In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530195.
Wang, Xiuyan, e Henan Pei. "Analysis of Teaching Strategies for Higher Mathematics Calculus". In Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/erss-18.2019.148.
Lepellere, Maria Antonietta, Stefano Urbinati e Nizar Salahi Al Asbahi. "TEACHING MULTIVARIABLE DIFFERENTIAL CALCULUS USING GEOGEBRA AND QUIZZES". In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2474.
Relatórios de organizações sobre o assunto "Teaching of calculus":
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L��pez Fern��ndez, Jorge M., e Omar A. Hern��ndez Rodr��guez. Teaching the Fundamental Theorem of Calculus: A Historical Reflection. Washington, DC: The MAA Mathematical Sciences Digital Library, janeiro de 2012. http://dx.doi.org/10.4169/loci003803.
