Relearning the calculus, connecting it to real-life
DOI:
https://doi.org/10.23887/wms.v14i1.23144Keywords:
real-life problems, calculus, the usefulness of calculusAbstract
Developing students’ abilities in solving real-life problems is one of the mathematics curriculum goals. Students may be motivated and interested as well as have good perceptions in learning mathematics when knowing the usefulness of mathematics for their life. However, teachers may have difficulties to connect some mathematics topics including calculus to students’ rela-life because of the nature of topic. Therefore, teachers have to know the teaching methods in teaching calculus and then connecting it to students’ life. Although, teachers will find some obstacles when teaching and connecting calculus to students’ real life, they may start to give more calculus problems to students. They also can use mathematics softwares to give sense of the usefulness of calculus in students’ life.
References
Armanto, D. (2002). Teaching multiplication and division realistically in Indonesian primary schools: A prototype of local instructional theory. University of Twente, Enschede: Doctoral dissertation
Blum, W. (2002). Applications and modelling in mathematics education. Educational Studies in Mathematics, 14, 149-171.
Boaler, J. (1993). The Role of Contexts in the Mathematics Classroom: Do they Make Mathematics More" Real"?. For the learning of mathematics, 13(2), 12-17.
Burkhardt, H. (1981). The real world and mathematics. Glasgow: Blackie and Son Limited.
Clarke, D., & Roche, A. (2009). Opportunities and challenges for teachers and students provided by tasks built around" real" contexts. In Crossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia (pp. 722-726).
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal. https://doi.org/10.3102/00028312038004813
De Bock, D., Verschaffel, L., Janssens, D., Van Dooren, W., & Claes, K. (2003). Do realistic contexts and graphical representations always have a beneficial impact on
students’ performance? Negative evidence from a study on modelling non-linear geometry problems. Learning & Instruction, 13(4), 441-463.
Department of Education, U. K. (2013). Mathematics programs of study: Key Stage 4
(National Curriculum in England). London: Her Majesty’s Stationery Office.
Fauzan, A. (2002). Applying realistic mathematics education in teaching geometry in Indonesian primary schools. Enschede: Doctoral dissertation, University of Twente.
Gainsburg, J. (2008). Real world connections in secondary mathematics teaching. Journal of Mathematics Teacher Education, 11(3), 199-219.
Gravemeijer, K., & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational studies in mathematics, 39(1-3), 111-129.
Hohenwarter, M., Hohenwarter, J., Kreis, Y., & Lavicza, Z. (2008). Teaching and calculus with free dynamic mathematics software GeoGebra. 11th International Congress on Mathematical Education. https://pdfs.semanticscholar.org/1c8c/9f4765c2ad5080b59b08e3b77b036e780a5f.pdf
Karakoç, G., & Alacacı, C. (2015). Real World Connections in High School Mathematics Curriculum and Teaching. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 6(1), 31-46.
Kemp, A. (2005). The Max Box Problem. https://andykemp.org.uk/2005/03/the-max-box-problem/
Leong, K. E. (2013). Impact of Geometer’s Sketchpad on Students Achievement in Graph Functions. Malaysia Online Journal of Educational Techology.
Ministry of National Education [MoNE]. (2012). Secondary mathematics curriculum
(Grades 9-12) [Ortaöğretim matematik (9, 10, 11 ve 12. sınıflar) dersi öğretim
programı] Ankara: MoNE.
Mosvold, R. (2008). Real-life Connections in Japan and the Netherlands: National teaching patterns and cultural beliefs. International Journal for Mathematics Teaching and Learning. In Plymouth University, UK: Centre for Innovation in Mathematics Teaching, 1-18.
Muijs, D., & Reynolds, D. (2011). Effective teaching: Evidence and practice (3rd ed.). London, UK: Sage Publications.
National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards
for school mathematics. VA: Reston.
Ndlovu, M., Wessels, D., & De Villiers, M. (2011). An instrumental approach to modelling the derivative in Sketchpad. Pythagoras. https://doi.org/10.4102/pythagoras.v32i2.52
Patton, J. E. (1997). A life skills approach to mathematics instruction: Preparing students
with learning disabilities. Journal of Learning Disabilities, 30(2), 178-187.
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. Handbook of research on mathematics teaching and learning, 334-370.
Sembiring, R. K., Hadi, S., & Dolk, M. (2008). Reforming mathematics learning in Indonesian classrooms through RME. ZDM, 40(6), 927-939.
Skemp, R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching, 77, 20-26.
Skovsmose, O. (1994). Towards a critical mathematics education. Educational studies in mathematics, 27(1), 35-57.
SMP (School Mathematics Project). (1973). Revised advanced mathematics. Book 2 / School Mathematics Project. (Rev. ed.). London: Cambridge University Press.
STEM Learning. (2009). Max Box. The Virtual Textbook. https://www.stem.org.uk/resources/elibrary/resource/35762/max-box
Uttal, D. H., Scudder, K. V., & DeLoache, J. S. (1997). Manipulatives as symbols: A new perspective on the use of concrete objects to teach mathematics. Journal of applied developmental psychology, 18(1), 37-54.
Van den Heuvel-Panhuizen, M., & Drijvers, P. (2014). Realistic mathematics education. In Encyclopedia of mathematics education (pp. 521-525). Springer Netherlands.
Wilensky, U. (1991). Abstract meditations on the concrete and concrete implications for mathematics education. Epistemology and Learning Group, MIT Media Laboratory.
Yanik, H. B., & Serin, G. (2016). Two Fifth Grade Teachers' Use of Real-World Situations in Science and Mathematics Lessons. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 89(1), 28-37.
Zamroni. (2000). Paradigma pendidikan masa depan. Yogyakarta, Indonesia: Bigraf Publishing.
Downloads
Published
Issue
Section
License
Wahana Matematika and Sains is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
