Abstract
Professors who administer the differential and integral calculus classes in the hard sciences courses and in the most diverse kinds of engineering, not rarely, are faced by the lack of motivation to learning and difficulties in absorbing the concepts of the discipline. With the purpose of contributing to the teaching-learning process related to calculus classes, this paper looks for synthesizing a process of elaboration and trial of an artwork destined for coloring, which content is specifically related to the discipline “Calculus with Applications IV”, from the Biosystems Engineering course, of the University of Sao Paulo (USP)-Brazil. The material, always prepared in the form of pairs of pages, one displaying the picture to be colored (the artwork) and the other one like its twin (the text), was individually rated by the apprentices students. The obtained results point to the possibility of facing the paradigm and showing that projects like “calculus for coloring” are not only possible, but also a quality complement in the learning-teaching process.
Highlights
The mathematics education is highlighted by its complexities and challenges
Chapman makes an analysis based on articles that deal on different challenges involving mathematics education such as: implementing a new curriculum (Ponte, 2012), to establish connections between real-world contexts and mathematics (Taylor, 2012), sustainable change in learning process (Zoest et al, 2012) and implementing of technology (Doğan, 2012)
Ponte’s article (Ponte, 2012), provides insights about a national professional development program that was used in the preparatory stages of the introduction of a new mathematics curriculum in Portugal indicating two main purposes for mathematics education: to promote positive attitudes and appreciation of mathematics that emphasizes three mathematical processes: problem solving, mathematical reasoning and mathematical communication
Summary
The mathematics education is highlighted by its complexities and challenges. It is possible to think about different views/ aspects of mathematics education implying challenges that can to call attention as a common theme. Chapman makes an analysis based on articles that deal on different challenges involving mathematics education such as: implementing a new curriculum (Ponte, 2012), to establish connections between real-world contexts and mathematics (Taylor, 2012), sustainable change in learning process (Zoest et al, 2012) and implementing of technology (Doğan, 2012). In his article, (Doğan, 2012), Doğan deals with prospective teachers views of technology (computer in mathematics education) in their learning and teaching He considered mathematics teachers from two different universities in Turkey. In greater part, with Chapman’s analysis, our experience in Brazil has permitted to note a low motivation generalized of the mathematics apprentices since primary school and even in university degree For this reason, we have researched about the stimulation and motivation in mathematics education
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
