The European Journal of Social & Behavioural Sciences
Online ISSN: 2301-2218
European Publisher
Use Progressive Visualization Teaching Method to Improve Learning Motivation of Calculus Courses
Table 1: Learning characteristics of the three teaching stages
Teaching Stage I | Teaching Stage II | Teaching Stage III | |
Syllabus Units | Differential calculus | Applications of the derivative and optimization topics | Antiderivative and integral calculus |
Learning (internal reflection and comprehension) | Awareness,Memorizing,Understanding | Causality,Coherence,Meaning-making | Effortful practice,Insights,Lived experience |
Teaching Approaches | Introduce calculus from scratch through textbook instruction | Use mathematical software to solve optimization problems | Use visual models to facilitate understanding of complex integral calculations |
Learning Objective | Able to describe the concept of calculus and solve simple problems independently | Able to use mathematical software to analyze structured problems and be aware of the causality | Able to design visual models and use life examples to deepen the impression |
Learning Activities | Complete personal homework and simple quizzes | Use math software to draw math functions and explain the geometric meaning of problems | Team up with classmates to develop visual calculus models to solve unstructured problems |
Teaching Purposes | Learn knowledge | Enhance learning comprehension | Increase interest in learning |