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Teses / dissertações sobre o tema "Teaching of calculus"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 1 de fevereiro de 2022

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1

Abramovitz, Buma, Miryam Berezina, Abraham Berman, and Ludmila Shvartsman. "Some Initiatives in Calculus Teaching." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79286.

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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 C

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2

Rabb-Liu, Amy Felice 1968. "Teaching methods and student understanding in calculus." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288725.

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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 a

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3

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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4

Bosch, Horacio E., Claudia Guzner, Mercedes S. Bergero, Blasi Mario A. Di, Adriana Schilardi, and 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.

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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 tes

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5

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.

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6

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.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>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.<br>The analysis of errors can and should be used as tools to increase the effi

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7

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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8

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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9

Kendal, Margaret. "Teaching and learning introductory differential calculus with a computer algebra system /." Connect to thesis, 2001. http://eprints.unimelb.edu.au/archive/00000299.

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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.

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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

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Ubuz, Behiye. "Evaluating the impact of computers on the learning and teaching of calculus." Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/34415/.

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Calculus has held its importance in the core undergraduate mathematics curriculum. The introduction of low cost microcomputers about 1979 has led some people to reconsider the content of the calculus curriculum. This investigation was about how microcomputer technology has been integrated into the teaching and learning of calculus to improve students' understanding. The study mainly focused on whether and how computers could influence students' learning of calculus concepts. The rationale for using microcomputer technology to enhance calculus learning was explored through interviews with teach

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12

Woodward-Knight, D. J. "The methods of Newton and Leibniz in their development of basic calculus with application to the teaching of calculus in schools /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09SM/09smw881.pdf.

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Du, Preez Anna Elizabetha. "Format and long-term effect of a technique mastering programme in teaching calculus." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-01182005-111607.

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14

Natarajan, Rekha. "Application and analysis of just in time teaching methods in a calculus course." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14957.

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Doctor of Philosophy<br>Department of Mathematics<br>Andrew G. Bennett<br>"Just In Time Teaching" (JiTT) is a teaching practice that utilizes web based technology to collect information about students' background knowledge prior to attending lecture. Traditionally, students answer either multiple choice, short answer, or brief essay questions outside of class; based on student responses, instructors adjust their lectures "just-in-time." In this study, modified JiTT techniques in the form of online review modules were applied to a first semester calculus course at a large midwestern state

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Emese, George L. "The effects of guided discovery style teaching and graphing calculator use in differential calculus /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487841548272303.

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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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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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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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20

Sheikh, T. O. "The role of visualization in the teaching and learning of multivariate calculus and systems of ordinary differential equations." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/5184.

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Philosophiae Doctor - PhD<br>The purpose of this study was to investigate the role of visualization in the conceptualisation and solution of problems in multivariate calculus and dynamical systems. The theoretical basis, and the visual and analytical aspects of evaluating multiple integrals, and the stability analysis of dynamical systems, were established. To address the research questions, a teaching experiment with activities to facilitate visualization of 3D objects and phase portraits of non-linear dynamic systems was conducted with an experimental class (n = 24) which received six activi

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Bridson, David J. "The influence of multiple representations on the learning of calculus by ESL students." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13544.

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The goals of this study were to research the learning difficulties among a group of four pre-university introductory calculus students who were mainly international students studying English as a Second Language (M). The intention was to create a constructivist-style classroom environment in order to determine if it could improve students` knowledge about the use and management of multiple representations (that is, graphical, rum~ symbolic, pictorial, linguistic or diagrammatic approaches for problem representation), increase their classroom communication as a means to improving ability in the

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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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Hamm, D. Michael (Don Michael). "The Association Between Computer- Oriented and Non-Computer-Oriented Mathematics Instruction, Student Achievement, and Attitude Towards Mathematics in Introductory Calculus." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332306/.

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The purposes of this study were (a) to develop, implement, and evaluate a computer-oriented instructional program for introductory calculus students, and (b) to explore the association between a computer-oriented calculus instructional program, a non-computer-oriented calculus instructional program, student achievement on three selected calculus topics, and student attitude toward mathematics. An experimental study was conducted with two groups of introductory calculus students during the Spring Semester, 1989. The computer-oriented group consisted of 32 students who were taught using microco

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24

Pearson, Phillip Bruce. "The Impact of School-Level Factors on Minority Students' Performance in AP Calculus." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1849.

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In recent years, Science, Technology, Engineering, and Technology (STEM) talent pool has re-emerged as a national priority. Certain racial and ethnic groups are dramatically underrepresented in STEM careers and STEM educational programs, an especially serious concern given demographic transitions underway in the United States. The College Board's Advanced Placement (AP) Calculus program provides one way in which students can gain exposure to college-level mathematics while still in high school. This study analyzed factors that contribute to the success of minority students in AP Calculus using

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Singer, Jonathan E. "The development and evaluation of an assessment system for project-based science within a grade 12 physics/calculus block class /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842587.

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Barufi, Maria Cristina Bonomi. ""A construção/negociação de significados no curso universitário inicial de Cálculo Diferencial e Integral"." Universidade de São Paulo, 1999. http://www.teses.usp.br/teses/disponiveis/48/48133/tde-06022004-105356/.

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As dificuldades existentes com o ensino do Cálculo Diferencial e Integral nos cursos iniciais da Universidade constituíram a grande motivação para este trabalho. À luz do referencial teórico da rede de conhecimentos e significados, buscou-se a compreensão dessas dificuldades a partir dos livros didáticos, por constituírem um instrumento sempre presente no trabalho do professor na sala de aula. Uma vez que conhecer é conhecer o significado, o enfoque principal residiu na negociação dos significados, para esclarecer em que medida a abordagem do Cálculo realizada é uma simples revelação ou uma co

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Warren, Eddie N. (Eddie Nelson). "The Association between Class Size, Achievement, and Opinions of University Students in First-Semester Calculus." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc330742/.

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The purposes of the study were: to determine the relationship between class size and academic achievement among university students in first-semester calculus classes, and to compare opinions about the instructor, course, and classroom learning environment of university students in small first-semester calculus classes with those in large classes. The sample consisted of 225 university students distributed among two large and two small sections of first-semester calculus classes taught at the University of Texas at Arlington during the fall of 1987. Each of two tenured faculty members taught a

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Lee, Robert Eugene. "A statistical analysis of finding the best predictor of success in first year calculus at the University of British Columbia." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26430.

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In this thesis we focus on high school students who graduated from a B.C. high school in 1985 and then proceeded directly to the University of British Columbia (UBC) and registering in a first year calculus course in the 1985 fall term. From this data, we want to determine the best predictor of success (the high school assigned grade for Algebra 12, or the provincial grade for Algebra 12, or the average of the high school and the provincial grade for Algebra 12) in first year calculus at UBC. We first analyze the data using simple descriptive statistics and continuous methods such as regressi

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Ezrailson, Cathy Mariotti. "EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics." Diss., Texas A&M University, 2004. http://hdl.handle.net/1969.1/1467.

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This study measures the effect of a model of explicit instruction (EMIT) on the: 1) physics graduate teaching assistants adherence to reformed teaching methods, 2) impact of the instructional model on GTAs beliefs about the nature of physics and physics problem solving and 3) undergraduate physics students understanding and performance in an introductory calculus-based physics course. Methods included explicit modeling for the treatment group GTAs of the Reformed Teaching Observation Protocol (RTOP) and assessment of treatment and control GTAs and their students throughout the semester. Stu

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Rezende, Wanderley Moura. "O ensino de cálculo: dificuldades de natureza epistemológica." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-27022014-121106/.

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São notórias e bem evidentes as dificuldades de aprendizagem no ensino de Cálculo. Algumas tentativas de resolver, ou pelo menos, amenizar, este problema têm sido realizadas tanto no campo pedagógico quanto no âmbito da pesquisa. Muitas dessas ações, inseridas no próprio contexto do ensino superior de Cálculo, partem do pressuposto que essas dificuldades de aprendizagem são de natureza psicológica, internas ao sujeito aprendiz. No entanto, contrariando esta tendência, esta pesquisa pretende mostrar que parte significativa dos problemas de aprendizagem do atual ensino de Cálculo é de naturez

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Almeida, Marcio Vieira de. "Material para o ensino do cálculo diferencial e integral: referências de Tall, Gueudet e Trouche." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20263.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-08-02T14:32:30Z No. of bitstreams: 1 Marcio Vieira de Almeida.pdf: 5322268 bytes, checksum: 95a05019d55b263aef725a9ef6402f5e (MD5)<br>Made available in DSpace on 2017-08-02T14:32:30Z (GMT). No. of bitstreams: 1 Marcio Vieira de Almeida.pdf: 5322268 bytes, checksum: 95a05019d55b263aef725a9ef6402f5e (MD5) Previous issue date: 2017-07-27<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This thesis presents a material for the teaching of Differential and Integral Calculus, composed by seven activities, which w

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Oliveira, Daniel Gustavo de. "Explorando o conceito de derivada em sala de aula, a partir de suas aplicações e sob uma perspectiva histórica." Programa de Pós-Graduação em Educação Matemática. Departamento de Matemática, Instituto de Ciências Exatas e Biológicas, Universidade Federal de Ouro Preto, 2011. http://www.repositorio.ufop.br/handle/123456789/2517.

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Submitted by Stéfany Moreira (stemellra@yahoo.com.br) on 2013-03-04T15:14:40Z No. of bitstreams: 1 DISSERTAÇÃO_ExplorandoConceitoDerivada.pdf: 802988 bytes, checksum: 66bec898433fb69c9c25d53eaa69c380 (MD5)<br>Approved for entry into archive by Neide Nativa (neide@sisbin.ufop.br) on 2013-03-13T18:01:47Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO_ExplorandoConceitoDerivada.pdf: 802988 bytes, checksum: 66bec898433fb69c9c25d53eaa69c380 (MD5)<br>Made available in DSpace on 2013-03-13T18:01:47Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO_ExplorandoConceitoDerivada.pdf: 802988 bytes, checksum: 66bec89843

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Wang, Xiaofei. "The teaching of analysis at the École Polytechnique : 1795-1809." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCC234.

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Ce travail se concentre sur le cours d'analyse enseigné à l'École polytechnique de 1795 à 1809. En devenant professeurs, plusieurs mathématiciens au tournant du 19ème siècle y ont contribué par des ouvrages importants d’Analyse. Parmi eux, Joseph-Louis Lagrange (1736-1813) joua un rôle central, en y devenant le premier Institutor d'analyse. Les trois premiers chapitres de cette thèse se focalisent sur les leçons que Lagrange donna de 1795 à 1799. En insistant sur le fait que Lagrange enseignait l'arithmétique à l’École Polytechnique avant son cours d'analyse, la première partie de cette thèse

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Ribeiro, Helena Corrêa. "Cálculo: uso de recursos computacionais para inserir conceitos de limites, derivadas e integrais no ensino médio." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/2971.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>O presente trabalho tem como objetivo auxiliar professores de Educação Básica a abordar alguns conceitos básicos de Cálculo Diferencial e Integral no terceiro ano do ensino médio, utilizando os softwares wxMaxima e Geogebra. Nossa proposta visa resgatar o ensino do Cálculo no âmbito escolar, mas de uma maneira diferente da tradicional, utilizando a tecnologia em nosso favor, como uma ferramenta facilitadora no processo ensino-aprendizagem de conceitos de limites, derivadas e integrais. A ideia é que toda a parte algébrica e

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Otero-Garcia, Sílvio César [UNESP]. "Uma trajetória da disciplina de análise e um estado do conhecimento sobre seu ensino." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/91029.

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Made available in DSpace on 2014-06-11T19:24:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-01-14Bitstream added on 2014-06-13T19:11:43Z : No. of bitstreams: 1 oterogarcia_sc_me_rcla.pdf: 35625683 bytes, checksum: af2b2f26311feb67daf8a7d537a6aa2e (MD5)<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)<br>Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)<br>Considerando-se as modificações pelas quais os cursos de licenciatura têm sofrido, as recorrentes discussões sobre o papel que determinadas disciplinas têm na formação do futuro professor, e que

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Almeida, Marcio Vieira de. "Um panorama de artigos sobre a aprendizagem do cálculo diferencial e integral na perspectiva de David Tall." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/10969.

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Made available in DSpace on 2016-04-27T16:57:26Z (GMT). No. of bitstreams: 1 Marcio Vieira de Almeida.pdf: 1460243 bytes, checksum: a4f44f26cc2c378ae48bfea70049311a (MD5) Previous issue date: 2013-06-07<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The focus on this research is the learning and teaching of Differential and Integral Calculus, through the reading of articles written by the researcher David Tall. It is a bibliographical theoretical research, in the modality of panorama, in which the organization is also based on elements of Content Analysis, according to Bar

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Barbosa, Everaldo Fernandes. "A regra de L'Hopital : analise historica da regra de L'Hopital : a importancia da historia da matematica na disciplina de calculo." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/307033.

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Orientador: Eduardo Sebastiani Ferreira<br>Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Instituto de Matematica, Estatistica e Computação Cientifica<br>Made available in DSpace on 2018-08-12T03:21:28Z (GMT). No. of bitstreams: 1 Barbosa_EveraldoFernandes_M.pdf: 1794993 bytes, checksum: 01c4bbbd9b51e865b9cd4a4ab2c470e3 (MD5) Previous issue date: 2008<br>Resumo: O trabalho apresenta uma biografia do marquês de L'Hôpital e de Johann Bernoulli e as discussões sobre o cálculo do limite de uma função racional cujo numerador e denominador tendem a zero (conhecida como Re

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BEZERRA, WELLINGTON LUCIO. "The tool for educational use of a calculation of variable in education semipresential courses: the case of the Federal Institute of CearÃ." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13784.

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Esta dissertaÃÃo analisa o uso das ferramentas de tecnologia da informaÃÃo e comunicaÃÃo (fÃrum, chat e videoaula) como possibilidade pedagÃgica na disciplina de CÃlculo I (uma variÃvel) no curso de Licenciatura em MatemÃtica na modalidade semipresencial do Instituto Federal do CearÃ - IFCE, com a finalidade de promover uma aprendizagem mais vivÃncia atravÃs do uso das ferramentas de aprendizagens e assim combater as principais dificuldades apresentadas pelos estudantes, as quais tem acarretado evasÃes e reprovaÃÃes. Dentre os instrumentos e mÃtodos para respaldar este trabalho privilegiou-se

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Benites, Mikelli Cristina Pacito. "Cálculo nos anos iniciais do ensino fundamental: dúvidas e expectativa." Universidade do Oeste Paulista, 2011. http://bdtd.unoeste.br:8080/tede/handle/tede/87.

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Made available in DSpace on 2016-01-26T18:49:42Z (GMT). No. of bitstreams: 1 Mikelli_DISSERTACAO_10_08_2011.pdf: 1426547 bytes, checksum: b10606d3e1c92ec94ba352eb9d78bd91 (MD5) Previous issue date: 2011-06-22<br>The teaching of mathematics has become the subject of constant discussion among students and researchers. Most of the researches and studies on the subject has revealed that the major difficulty is related to what is taught to students in the school and what is needed to confront the difficulties in their daily routine. The parameters for a national mathematics curriculum (BRAZIL, 19

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Abramovitz, Buma, Miryam Berezina, Abraham Berman, and Ludmila Shvartsman. "Proofs and "Puzzles"." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79279.

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It is well known that mathematics students have to be able to understand and prove theorems. From our experience we know that engineering students should also be able to do the same, since a good theoretical knowledge of mathematics is essential for solving practical problems and constructing models. Proving theorems gives students a much better understanding of the subject, and helps them to develop mathematical thinking. The proof of a theorem consists of a logical chain of steps. Students should understand the need and the legitimacy of every step. Moreover, they have to comprehend the reas

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Curran, Timothy Michael. "Arguably the scheme that conquered the infinite." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/877.

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Marini, Wagner. "Um panorama de pesquisas sobre o ensino e a aprendizagem do cálculo diferencial e integral: 2003 a 2013." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/11021.

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Made available in DSpace on 2016-04-27T16:57:35Z (GMT). No. of bitstreams: 1 Wagner Marini.pdf: 979138 bytes, checksum: f3882bd2078421c09e44be2c9f6d6645 (MD5) Previous issue date: 2015-02-27<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The objective of this dissertation is to carry out a study focused on the research of Teaching and Learning of Calculus in Exact initial courses, produced in Brazil from 2003 to 2013. This study involves survey, categorization, and synthesis of the results and it was organized through a Panorama that includes dissertations, theses and arti

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Müller, Thaísa Jacintho. "Objetos de aprendizagem multimodais e ensino de cálculo : uma proposta baseada em análise de erros." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/128914.

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Esta tese teve como objetivo analisar dificuldades de aprendizagem apresentadas por alunos de Cálculo Diferencial e Integral, bem como testar possibilidades de superar tais dificuldades por meio de recursos tecnológicos. Na primeira fase da pesquisa, foram realizadas análises de erros cometidos por estudantes de Cálculo, inicialmente de uma turma de Sistemas de Informação e, na sequência, de uma turma de Engenharia. Em ambos os testes identificou-se que as maiores dificuldades se referiam a conteúdos de Matemática Básica, pré-requisitos para o Cálculo. O trabalho teve como pressupostos teórico

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Fonseca, Maycon Odailson dos Santos da. "Proposta de tarefas para um estudo inicial de derivadas." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2499.

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Acompanha: Caderno de tarefas: proposta de tarefas para um estudo inicial de derivadas<br>CNPq<br>Esta dissertação apresenta uma proposta de tarefas para o estudo inicial de derivadas no ensino de cálculo diferencial e integral (CDI) no Ensino Superior, em turmas regulares de um curso de Engenharia da Universidade Tecnológica Federal do Paraná (UTFPR) do campus Londrina. Elencou-se como objetivo geral da pesquisa a proposição de tarefas que oportunizem aos estudantes a exploração de ideias necessárias à compreensão do conceito de derivadas, em especial tarefas a serem aplicadas em momentos que

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Floret, Rejane Teixeira de Souza. "Uma proposta para introdução de noções de Cálculo no ensino médio." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7803.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>A presente dissertação tem o objetivo de propor a reinclusão de elementos de Cálculo no ensino médio, pois no passado o Cálculo fazia parte do currículo e foi abolido após uma reforma no ensino da matemática. O trabalho apresenta os resultados de um levantamento estatístico sobre os índices de reprovação na disciplina Cálculo Diferencial e Integral I nos períodos mais recentes da Universidade do Estado do Rio de Janeiro (UERJ) e, também, uma pesquisa quantitativa com quarenta professores de matemática com o objetivo de analisar a v

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Raad, Marcos Ribeiro. "História do ensino de cálculo diferencial e integral: a existência de uma cultura." reponame:Repositório Institucional da UFSC, 2012. https://repositorio.ufsc.br/xmlui/handle/123456789/161840.

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DISSERTAÇÃO_MARCOS RIBEIRO RAAD<br>Submitted by Carla Terezinha Botelho Torrez null (carla.torrez@ufsc.br) on 2016-05-15T19:18:03Z No. of bitstreams: 1 DISSERTAÇÃO-DE-MESTRADO-_-Marcos-Raad.pdf: 5997788 bytes, checksum: b148e79924e31f487eb0d2c5af4a437a (MD5)<br>Made available in DSpace on 2016-05-15T19:18:03Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO-DE-MESTRADO-_-Marcos-Raad.pdf: 5997788 bytes, checksum: b148e79924e31f487eb0d2c5af4a437a (MD5) Previous issue date: 2012<br>O presente trabalho tem como objetivo o estudo histórico sobre o ensino da disciplina Cálculo Diferenci

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Machado, Rosa Maria 1958. "A visualização na resolução de problemas de calculo diferencial e integral no ambiente computacional MPP." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251984.

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Orientador: João Frederico da Costa Azevedo Meyer<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-11T02:52:29Z (GMT). No. of bitstreams: 1 Machado_RosaMaria_D.pdf: 3367118 bytes, checksum: b77aa02d12be829dfb0764fd79481758 (MD5) Previous issue date: 2008<br>Resumo: São escassos os estudos a respeito da utilização da ferramenta computacional no ensino do Cálculo Diferencial e Integral nas universidades brasileiras. Contudo, em países como a Grã-Bretanha, Estados Unidos, Alemanha, México, Espanha, Colômbia e Venezuela, esses

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Macedo, Marcos Antonio de. "ManifestaÃÃo geomÃtrica das formas indeterminadas de funÃÃes: situaÃÃes didÃticas apoiadas na tecnologia." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14613.

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Este trabalho teve como objetivo central apresentar uma proposta de ensino para as formas indeterminadas e Regra de LâHÃpital por meio de sequÃncias didÃticas estruturadas, com base nos pressupostos da SequÃncia Fedathi como metodologia de ensino, e a exploraÃÃo do software Geogebra como ferramenta para o ensino. Um outro objetivo da pesquisa Ã propor aos professores um material de apoio por meio de videoaulas que possa auxiliÃ-los em aulas sobre o tema. Quanto Ã metodologia de pesquisa empregada, optamos pela Engenharia DidÃtica considerando que ela representa um referencial, pois uma de suas

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Barbosa, Sandra Malta [UNESP]. "Tecnologias da informação e comunicação, função composta e regra de cadeia." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/102124.

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Made available in DSpace on 2014-06-11T19:31:43Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-02-17Bitstream added on 2014-06-13T19:21:03Z : No. of bitstreams: 1 barbosa_sm_dr_rcla.pdf: 1736492 bytes, checksum: 916a8396ad40af059b64229204ec6e8b (MD5)<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)<br>Baseando-me na noção de coletivo pensante seres-humanos-com-mídias, o objetivo desta pesquisa foi responder à pergunta diretriz Como o coletivo, formado por alunos-comtecnologias, produz o conhecimento acerca de função composta e regra da cadeia, a partir de uma a

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Otero-Garcia, Sílvio César. "Uma trajetória da disciplina de análise e um estado do conhecimento sobre seu ensino /." Rio Claro : [s.n.], 2011. http://hdl.handle.net/11449/91029.

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Orientador: Rosa Lúcia Sverzut Baroni<br>Banca: Frederico da Silva Reis<br>Banca: Nativi Viana Pereira Bertolo<br>Resumo: Considerando-se as modificações pelas quais os cursos de licenciatura têm sofrido, as recorrentes discussões sobre o papel que determinadas disciplinas têm na formação do futuro professor, e que esse movimento não é diferente no caso particular da matemática, o presente trabalho pretende trazer à tona alguns resultados, e principalmente questionamentos, que devem contribuir para discussões a respeito da importância da disciplina de análise na formação de professores de mate

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