Abstract
Abstract The research question being investigated in this paper is how to improve the learning of calculus for non-math major students whose interests are primarily non mathematical. The study explores the impact of an intuitive approach applied to the concepts of limits and integration. The survey was carried on 1st year engineering students taking the Calculus-1 course. The students had already had a brief encounter with the topics in high school. They were surveyed about their outlook towards the concepts of limits and integration using the same pre and post inquiry form. The post analysis was conducted after introducing both the topics through an intuitive approach. The survey was analyzed for statistical significance using the Mc Nemar’s statistical test, which studies the impact of an intervention. Survey analysis indicated an improved understanding for the students and a positive change in their approach towards the topics.
Highlights
The paper begins by addressing the issue of student motivation while studying Mathematical service courses as a part of their study plan
This paper focuses on the attitudes, challenges, and conceptual understanding of engineering students enrolled in the Calculus-1 course
Coming to the Calculus class, most of the undergraduate students have only one definition of integration, which was clear during the survey where they believed it to be a technique for finding the area under a curve
Summary
The paper begins by addressing the issue of student motivation while studying Mathematical service courses as a part of their study plan. Countries like the U.S, Germany, and Australia have already raised their concerns and are researching this big question This puts additional responsibility on the mathematics educators to improve the teaching methodologies, especially to cater to the needs and demands of a vast number of nonmath majors they encounter during the service courses. Most research on students’ mathematical beliefs, attitudes, and emotions show that most students have an attitude where they believe that mathematics merely requires facts and procedures to be remembered (SVEGE, 1997; YUSOF; TALL, 1996). This superfluous treatment leaves gaps in the minds of those for whom calculus comes while for others, it may breed discontent. Secondary school education has often been blamed for not giving enough emphasis on this aspect of mathematics education and the consequent trend of declining student enrolment in the mathematical programs themselves
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