Open Collections

Problems to illustrate versus problems to initiate the study of calculus

University of British Columbia

An analysis of the pertinent literature showed that there were two commonly used instructional strategies for teaching calculus to engineering technology students. Theory-problem instructional strategy is being used when an instructor first develops-the new calculus theory and then "illustrates" this theory with an applied problem. Problem-theory instructional strategy is being used when an instructor first "initiates" the new calculus theory with an applied problem and then develops the new calculus theory. The purpose of this study is to investigate which of the above instructional strategies is best for teaching calculus to engineering technology students. The evaluation was done by comparing the achievement of the theory-problem group and the problem-theory group on two tests. For the length of the study the two groups were taught identical content by the same instructor. The only difference was the order in which the applied problems were presented. There was no significant difference in achievement of the two groups on the test designed to measure understanding of techniques, principles and concepts of calculus. There was no significant difference in the achievement of the two groups on the test designed to measure success at solving applied problems. The results of this study indicate that students will do as well if they are taught by an instructional strategy which uses problems to illustrate calculus theory as they will if they are taught by an instructional strategy which uses problems to initiate the study of calculus theory.

Text

2011-04-08

For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.

http://hdl.handle.net/2429/33453

Education

University of British Columbia

Graduate