Integrating digital technology for the innovation of Calculus curriculum
- Conference
- Location
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Atlanta, Georgia
- Publication Date
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June 23, 2013
- Start Date
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June 23, 2013
- End Date
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June 26, 2013
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Mathematics
- Page Count
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14
- Page Numbers
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23.770.1 - 23.770.14
- DOI
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10.18260/1-2--19784
- Permanent URL
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https://peer.asee.org/19784
- Download Count
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642
Paper Authors
Patricia Salinas ITESM
Dr. Patricia Salinas is a Full Professor of the Mathematics Department at Tecnológico de Monterrey, Monterrey Campus, with previous appointments as Full Professor at the School of Physics and Mathematics at the Universidad Autónoma de Nuevo León. Her professional concern is about issues with the teaching and learning of Mathematics, this guided her preparation committed to the research on this field. She obtained two Master degrees, and her Doctoral Dissertation in Mathematics Education was recognized with the 2011 Simón Bolivar Award for Doctoral Thesis in Mathematics Education and with the National ANUIES Award for Doctoral Research related with Education at College in 2011. At present she is Member Level 1 of the National Researches System from CONACYT México. She has been addressing several projects promoting the use of technology in the teaching of Calculus and the implications of such innovation on the learning of the fundamental ideas that this scientific discipline encourages. She has also been participating in the development of the Educational Model that Tecnológico de Monterrey promotes through the design of the syllabi of the Mathematics Courses for Engineering and its distribution with the use of technological platforms. Focus on the students and their learning, emphasis on collaborative work, use of didactic techniques, enhance of the process by the use of digital technologies and use of computers favoring active student participation are goals that guide her work. As a member of Tecnológico´s faculty several awards had been granted by the institution on the acknowledgment of her teaching performance and research activities related to analyze and reflect on the educational process. She coauthored several textbooks for the learning of Pre-College Mathematics and Calculus. Recently the Textbook Series of Applied Calculus has been published by Cengage Learning offering an innovative approach to the teaching and learning of Calculus to cover the College Calculus Curriculum.
Eliud Quintero ITESM
Abstract
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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