Conceptions of The Instruction of Maxima And Minima Problem-Solving to Calculus Students: A Study on University Education

Abstract

Theoretical Framework: The teaching of calculus is indispensable in many scientific careers, and maxima and minima problems hold a prominent place among its contents. However, students often encounter difficulties solving optimization problems. Objective: Considering this, our study aims to determine the perception of calculus teachers regarding the importance of contextualization and the use of diverse resources when they teach these problems. Method: Our study has a descriptive nature and to achieve our goal, a sample of university calculus professors from the Dominican Republic was analyzed using a Likert-type test. Results and Discussion: The results demonstrate a favorable trend towards contextualization and the integration of resources in teaching maxima and minima problems, although some professors still prefer traditional methods based on textbooks. Research Implications: The findings highlight the importance of exploring contextual teaching strategies, promoting resource diversity, and adopting innovative pedagogical approaches to enhance learning, comprehension, and student motivation.