Promoting learning with understanding: Introducing languaging exercises in calculus course for engineering students at the university level

Keywords: languaging, university mathematics teaching, derivatives, mathematical proficiency

Abstract

The study of mathematics at the university level requires logical thinking and strong mathematical skills. Contemporary first-year students are not prepared for these demands and end up failing their courses. This study aims to present an instrument for enhancing mathematics teaching and promoting learning with understanding in higher education by a combination of symbolic, natural, and pictorial languages in different tasks. We analyze the 17 solutions of four languaging exercises administered in a basic calculus course for engineering students at the University of Costa Rica. The results suggest that these exercises promote the acquisition of skills necessary to be mathematically proficient and are a useful tool for revealing students’ mathematical thinking and misconceptions.

Author Biographies

Helen Alfaro Viquez, Ph.D. student

Ph.D. student, Faculty of Education and Culture, Tampere University

Member of the Department of Mathematics Education, University of Costa Rica

Jorma Joutsenlahti, Adjunct Professor

Senior University Lecturer (in Mathematics Education), Faculty of Education and Culture, Tampere University

Published
2020-09-24
How to Cite
Alfaro Viquez, H., & Joutsenlahti, J. (2020). Promoting learning with understanding: Introducing languaging exercises in calculus course for engineering students at the university level. LUMAT: International Journal on Math, Science and Technology Education, 8(1), 229–251. https://doi.org/10.31129/LUMAT.8.1.1412
Section
General Issue: Research Articles