Analysis of the Causes of Difficulty in Understanding Calculus Concepts and Research on Teaching Countermeasures
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i4.3866
Abstract
Based on a two-year follow-up survey and teaching experiment of undergraduate science and engineering
students in Huaiyin Institute of Technology, this study systematically analyzed the specific manifestations and deep causes
of difficulty in understanding calculus concepts. The study used a variety of research methods such as questionnaire
surveys, classroom observations, and in-depth interviews to collect learning data from 1,200 students and teaching
feedback from 200 teachers. Based on the research findings, a hierarchical teaching model based on cognitive load theory
was designed and implemented. In a one-year control experiment, the conceptual understanding ability, problem-solving
ability, and learning interest of the experimental group students were significantly improved. The research results have
important theoretical value and application significance for improving calculus teaching practice.
Keywords
calculus teaching, conceptual understanding, cognitive impairment, teaching experiment, mathematical modeling, hierarchical teaching
Full Text
PDF - Viewed/Downloaded: 0 TimesReferences
[1] Yu Xiang. Misunderstanding of common concepts and theorems in calculus. Journal of Jiamusi Vocational College. 2015; (07): 316-317.
[2] Zhang Ronghui. Abstraction and intuition in the teaching of calculus concepts. Times Education (Education and
Teaching). 2011; (01): 72-73.
[3] Cheng Wei. Research on the teaching of calculus concepts in colleges and universities based on problem
orientation. Science Enthusiasts (Education and Teaching). 2020; (01): 13-15.
[4] Yang Ting. A brief discussion on the teaching of calculus concepts from the perspective of linguistic sentence
component division. Mathematical Learning and Research. 2018; (16): 4-5.
[5] Zhang Xiaojie. (2016) Research on the understanding of limit and continuity concepts in calculus by junior college
students in the Department of Mathematics. , East China Normal University, Shanghai.
[2] Zhang Ronghui. Abstraction and intuition in the teaching of calculus concepts. Times Education (Education and
Teaching). 2011; (01): 72-73.
[3] Cheng Wei. Research on the teaching of calculus concepts in colleges and universities based on problem
orientation. Science Enthusiasts (Education and Teaching). 2020; (01): 13-15.
[4] Yang Ting. A brief discussion on the teaching of calculus concepts from the perspective of linguistic sentence
component division. Mathematical Learning and Research. 2018; (16): 4-5.
[5] Zhang Xiaojie. (2016) Research on the understanding of limit and continuity concepts in calculus by junior college
students in the Department of Mathematics. , East China Normal University, Shanghai.
Copyright © 2025 Zhenwei Sun

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License