Abstract
Calculus forms the backbone of scientific and engineering education, yet the concept of limits often perplexes students, resulting in elevated failure and dropout rates. The research delves into this critical issue, focusing on Biotechnology students at the Universidad Michoacana de San Nicolás de Hidalgo. By implementing an innovative teaching strategy inspired by Aquere et al. (2009), the study introduces students to limits through multiple representations, such as graphs, tables, and formulas, alongside intuitive learning. This approach aimed to demystify abstract concepts and foster deeper understanding. However, findings revealed no significant difference in academic performance between the experimental and traditional teaching groups. Despite this, the benefits of group activities and reduced student anxiety highlight the potential for collaborative learning environments to positively impact the classroom. The study underscores the importance of refining pedagogical approaches to help students overcome cognitive hurdles, bridging the gap between theoretical mathematics and practical understanding. It concludes that while results were mixed, the innovative strategy serves as a vital stepping stone toward reshaping how we teach abstract mathematical concepts.
Presenters
Erick Radai Rojas MaldonadoProfessor, Biotechnology, Universidad Michoacana de San Nicolás de Hidalgo, Michoacán, Mexico
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Learning, Biotechnology, Differential Calculus, Conceptualization, Academic Performance
