El Gaidi, K., & Ekholm, T. (2015, June), Contextualizing Calculus with Everyday Examples to Enhance Conceptual Learning   Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23740

\bibitem{asee_peer_23740}
  El Gaidi, K., \& Ekholm, T. (2015, June), \emph{Contextualizing Calculus with Everyday Examples to Enhance Conceptual Learning }
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23740

Khalid El Gaidi and Tomas Ekholm.  "Contextualizing Calculus with Everyday Examples to Enhance Conceptual Learning ".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23740 Internet.  14 Dec, 2024

\bibitem{asee_peer_23740}
  Khalid El Gaidi and Tomas Ekholm.
  "Contextualizing Calculus with Everyday Examples to Enhance Conceptual Learning ".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23740 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_23740
author = "Khalid El Gaidi and Tomas Ekholm"
title = "Contextualizing Calculus with Everyday Examples to Enhance Conceptual Learning "
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23740}
number = {10.18260/p.23740}
}

TY  - CPAPER
AB  -                      Contextualizing Calculus with Everyday Examples                               to enhance conceptual learning                                                Abstract     Many engineering students in most western countries have difficulties passing the    initial mathematics courses. Teachers complain that students are ill prepared in pre-    calculus and even the best students only can solve standard problems using standard    procedures.    The aim of teaching in mathematics is to develop deep understanding and    conceptually trained students who creatively can solve unforeseen problems. But how    do you educate such students? The answer is not given.    The adopted approach in this study is to introduce contextualized teaching of    mathematics trough everyday examples to scaffold students develop the conceptual    understanding sought for. The general idea is to start from the most concrete    examples, everyday examples, and work the way towards more abstract mathematics.    Everyday examples are examples that can instantly be understood by the students    based on life experience only. Each new concept in the course is introduced, verbally,    numerically, graphically and algebraically. Everyday examples are introduced in the    verbal phase of the sequence.    The root of the problem of students´ unpreparedness in mathematics is hypothetically    to be sought in the decontextualized abstract teaching. Everyday examples were    introduced in in the first calculus course of an engineering program with 160 students    during the fall off 2012. The results of course exam show that the students succeeded    somewhat better than the control groups. And most importantly everyday examples    played a major role in their developing conceptual understanding and were found to be    motivating.    Results from a diagnostic test and the exam are used as quantitative data and    qualitative data are gathered by questionnaires. A pragmatic theory of meaning based    on Wittgenstein’s language theory is used to analyse the construction of knowledge in    mathematics.     
AU  - Khalid El Gaidi
AU  - Tomas Ekholm
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Contextualizing Calculus with Everyday Examples to Enhance Conceptual Learning 
UR  - https://peer.asee.org/23740
DO  - 10.18260/p.23740
ER  -