Propuesta de enseñanza para el cálculo diferencial: aplicaciones de derivadas con ABP

Abstract

The present thesis titled "Proposal for teaching differential calculus: applications of derivatives with PBL" aims to address several issues that have arisen regarding differential calculus. Among these issues are students' lack of interest in the topic, as well as difficulties in reasoning and applying this knowledge to solve real-world problems. Also, individual student needs are sought to be met, therefore active teaching methodologies in mathematics are implemented. These, are based on a constructivist model where students construct their own knowledge, while the teacher serves as a guide throughout the teaching-learning process. This work used a descriptive mixed-methods study, incorporating surveys and interviews with students and teachers to identify challenges and strategies encountered when learning about derivatives. The findings corresponds with the problems addressed in this work and confirm that active methodologies and concrete materials engage students' attention and facilitate knowledge construction. Finally, the guides developed, based on the results, aim to support teachers and assist students in achieving meaningful learning and developing various skills that will benefit them throughout their lives.