TÁC ĐỘNG CỦA DẠY HỌC TOÁN THEO BỐI CẢNH ĐẾN VIỆC HIỂU KHÁI NIỆM TÍCH PHÂN XÁC ĐỊNH CỦA SINH VIÊN NGÀNH KINH TẾ

Abstract

The aim of this article is to find out the impact of contextual teaching and learning in mathematics on economics students’ conceptual understanding of the definite integral. Based on the results of the survey of conceptual understanding’s levels of the definite integral on 221 students, including 133 freshman economics students of the University of Economics, the University of Da Nang and 88 sophomore students of FPT University Da Nang by tests. Besides, based on the results of the 221 students’ questionnaires and the survey results of 15 teachers who have taught mathematics for economics students at the two universities, including 11 teachers of the University of Economics, The University of Da Nang and 4 teachers of FPT University Da Nang to assess levels of application of contextual teaching and learning when they taught the definite integral for economics students. We use F-Test Two-Sample for Variances and t-Test Two-Sample Assuming Equal Variances in Excel 2019 to analyze the obtained data. The results of the study show that contextual teaching and learning in mathematics has an active impact on conceptual understanding of the definite integral, increases conceptual understanding’s levels of the definite integral with a significance level of   0,05. Simultaneously, it contributes to increasing the students’ learning interests. Moreover, we also draw some considerations of the application of contextual teaching and learning in mathematics.