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 4: Implementation of Teaching Stage III
| Teaching and Learning Activities in Teaching Stage III (per Class Hour) | |||
| Environment | Activities and Tasks | Time | |
| In class(Use of visual mathematical models) | The teacher summarizes the learning content and objectives. | 20–30 min | |
| Q&A is conducted about the learning content. | Flexible | ||
| The teacher demonstrates how to use visual mathematical models to support mathematical concepts and theoretical derivation. | 10–15 min | ||
| Students team up to develop their own visual mathematical models. | 15–25 min | ||
| Out of class(After class) | The teacher offers lecture videos for online self-learning. | 15–20 min | |
| Students share learning feedback on the online platform. | Flexible | ||
| Students actively search for additional learning resource(s). | Flexible | ||
| Students brainstorm and engage in discussion with one another. | Flexible | ||
| Students report their inspiring visual mathematical models. | Flexible | ||
| Data Gathering Methods (for Teaching Stage III) | |||
| After teamwork project | Students’ online feedback (for all students) | ||
| After Teaching Stage III | Questionnaire (for all students)Students’ comments on the teaching effectiveness evaluation reportFinal exam (for all students) | ||