New Trends in Teaching and Learning of Calculus

Innovative Teaching Practices

Inbunden, Engelska, 2026

3 179 kr

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This volume explores key challenges in teaching and learning Calculus, featuring innovative approaches from leading international researchers. It follows Springer's 2016 book Teaching and Learning of Calculus, which examined diverse educational systems. Since then, nearly a decade has passed, and the 2020 pandemic introduced new challenges—online learning, evolving assessment methods, and increased use of technology. These shifts highlight the need for an updated perspective that reflects recent advances in educational research and technology. This volume addresses that need, offering current insights into post-pandemic Calculus education. It includes contributions from global authors on pressing topics in the field, making it a valuable resource for both Calculus educators and mathematics education researchers.

Produktinformation

Utgivningsdatum2026-08-10
Mått155 x 235 x undefined mm
FormatInbunden
SpråkEngelska
FörlagSpringer Nature Switzerland AG
ISBN9783032276308

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Victor Martinez-Luaces obtained his degrees in chemistry, chemical engineering, and mathematics from the University of the Republic (UdelaR), Uruguay, and a master and a PhD in mathematics education from the University of Granada (UGR), Spain. He was Head of the Mathematics Department (Chemistry Faculty, UdelaR), and he is a researcher of the ProfeSTEAM Project (UGR). His research specialization ranges within the fields of mathematics, chemistry, engineering, and education.

Chapter 1. Unlocking Mathematical Thinking: Exploring Open Middle Problems with Business Management Students.- Chapter 2 Design of Tasks of the Partial Meanings of the Notion of Limit.- Chapter 3. Sustaining an Active Learning curriculum in first-semester calculus after an experimental trial.- Chapter 4. The Integral Trainer: An automated self-paced training module for practicing integration methods.- Chapter 5. Secondary-tertiary transition in calculus for pre-service mathematics teachers: reforming the training.- Chapter 6. Enhancing Variational Thinking in Calculus Education Through Technology-Mediated Tasks: A Design-Based Research Study in Uruguay.- Chapter 7. Collaborative workshops in a large first-year calculus course.- Chapter 8. The Size of Geometric Objects: A Differential Calculus.- Chapter 9. Barely Functional: students' misconceptions of function notation.- Chapter 10. Quantitative reasoning and the collapse metaphor: Should AUP meet.- Chapter 11. Exploring graduate teaching assistants' teaching practices in a purposefully designed active learning environment.- Chapter 12. Analysis of the Perception of Continuity in the Context of Dimension.- Chapter 13. Predicting the Difficulty of Integration Tasks in Calculus Textbooks via Mapping.- Chapter 14. Investigating student understanding of polynomial graph properties in derivative calculus: Teaching experiment approach.- Chapter 15. The derivative. Problem-solving and understanding. Mexican professor's case.- Chapter 16. Affective determinants of students' conceptual understanding of finding volume of solids of revolution in integral calculus.- Chapter 17. Understanding of LUB Property: A Conceptual Approach.- Chapter 18. Using Variation in Learning Convergence or Divergence of Infinite Series.- Chapter 19. Calculus, covariation, and concepts of time.- Chapter 20. Games For Learning Calculus: curves ahead! and assembly lines.- Chapter 21. Rate of Change Involving Two Co-varying Quantities: High School Students’ Understanding and Misconceptions.- Chapter 22. Curtailments in the teaching of calculus: inhibitive versus catalytic.- Chapter 23. Inverse problems as a task enrichment strategy: an experience with prospective teachers in Spain.- Chapter 24. Transition from School mathematics to university Mathematics: the case of Pre-calculus Course.- Chapter 25. Teaching exponential function under the perspective of mental models.- Chapter 26. Teaching differential calculus to high school students using a game of tennis.- Chapter 27. What are the obstacles encountered by students in the mathematical modeling of a physical phenomenon?.