June 23, 2013
June 23, 2013
June 26, 2013
23.770.1 - 23.770.14
Integrating digital technology for the innovation of Calculus curriculumThe aim of this submission is to show a sequence of activitiesintegrating technology in a new approach to calculus taking placeat the first mathematics course for engineer students at Tecnologicode Monterrey, Mexico. Different specialized software is used tofocus the learning process on a global image including derivativeand antiderivative. The first scenario of motion over a straight lineoffers the platform to deal with these notions related to the meaningof position (function/antiderivative) and velocity (derivative). Fromthere, the transference to other real context scenarios is provided.The sequence favors the development of this approach since itdeals simultaneously with both calculus notions. In classroom,technology is a mediator to identify, at an early stage of the course,important calculus’ results (theorems) about the relationshipbetween function and derivative. The sequence guides asymbolization process that rests in signs that students show throughbody gestures and visual images. The learning goal is to interpretthe graph of a function in terms of its derivative graph; this way,process of visualizing the antiderivative is becoming an importantfact at the first contact with calculus, where the FundamentalTheorem of calculus takes a special place as backgroundknowledge throughout the course.
Salinas, P., & Quintero, E. (2013, June), Integrating digital technology for the innovation of Calculus curriculum Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19784
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