Investigation of gender influence to enhance the indicator of mathematical competency of college students in integral calculus learning

Abstract

This research investigates the difference in indicator of college students' mathematical competence in Integral calculus learning based on gender. The research design was quasiexperiment involving 200 college students. The research instrument was a test of mathematical competency. Value category refers to the Standard Reference. Data were analyzed by the Mann-Whitney U test. The results showed that in the scientific debate strategy for men and women the average value of each indicator in a row were: (1) Concepts understanding were C and B categories; (2) Procedures fluency were A and A; (3) Strategic competencies were B and B; (4) Adaptive reasoning were B and B; (5) Productive disposition were B and B. Gender differences in the scientific debate strategy do not have a significant effect on enhancement of indicator of mathematical competence. In the conventional learning shows: (1) Concepts understanding were C and B; (2) Procedures fluency were C and B; (3) Strategic competencies were D and C; (4) Adaptive reasoning were C and B; (5) Productive disposition were C and B. Gender differences in conventional learning do not have a significant effect on enhancement of concept understanding, strategic competence, and adaptive reasoning. These have a significant influence on the enhancement of procedural fluency and productive disposition.