Teacher and student perspectives on Differential and Integral Calculus

a systemized literature review

Abstract

The purpose of this paper is to indicate perspectives on training in Differential and Integral Calculus (DIC) from the point of view of teachers and students in the context of educational training. By sparking discussions, the research made it possible to see too many issues linked to the teacher and student figures within the perspective of CDI and to problematize eminent formative aspects aligned with the difficulties and possible solutions for the teaching and learning processes in the emerging education scenario, in view of the beneficial effects of using didactic material. Guided by the guiding questions (What are the difficulties in and for learning CDI? What are the possible solutions, from a formative perspective, to the difficulties in teaching CDI? What are the implications and contributions of using didactic material for teaching and learning Calculus?), the study was developed with a bibliographic survey, based on qualitative research, to build the entire theoretical basis. The results indicate that the work brings with it a number of scientific-academic and social contributions, since the integrative union of theoretical assumptions with the literature review contained in the development of this study provokes a more thought-provoking look at the issue in question and generates a new educational tool, both for teachers and students. It will also help teachers to better monitor students in a collaborative learning environment, presumably leading to a significant improvement in pass rates and, consequently, a break in the dropout rate. Finally, there is an urgent need to (re)think the widespread conceptions of the CDI, in order to better articulate existing realities with a view to comprehensive education.