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Unveiling interdisciplinary horizons: students’ experiences in a first-year calculus course
(Frontiers Media SA, 2024-01-12) H. Armenta, Itzel; Dominguez, Angeles; Instituto Tecnológico y de Estudios Superiores de Monterrey; Tavares, Dina
In the realm of higher education, the pursuit of interdisciplinarity aims to foster the exchange and integration of fragmented knowledge, yielding transformative outcomes. Employing a phenomenological method, this study delves into the interdisciplinary experience of twelve students from a first-year undergraduate calculus class. Through the analysis of written questionnaires, focus group sessions, and supplementary qualitative data, a comprehensive understanding of students’ interdisciplinary encounters is unveiled and organized into three main categories: what students think about interdisciplinarity, how they act when being involved in integrations and what external factors are involved in shaping their experience. This paper presents emergent experiential themes, shedding light on both individual and collective experiences, as students navigate and enrich their calculus learning through interdisciplinary connections.
Evaluación de Percepciones Sobre la Interdisciplinariedad: Validación de Instrumento para Estudiantes de Educación Superior
(2019-06-30) Hernandez-Armenta, Itzel; Dominguez, Angeles; Tecnologico de Monterrey; Valderrama, José
Las problemáticas y actividades del tiempo presente demandan desarrollar habilidades de integración del conocimiento, privilegiando las perspectivas que conserven en mayor medida la naturaleza compleja de la realidad. Este estudio presenta la construcción y validación (análisis de confiabilidad y validez) de un instrumento de medición de la percepción sobre la interdisciplinariedad para estudiantes universitarios. Se contó con la participación de n=279 estudiantes de diversos programas académicos y cursando alguna materia de segundo año de educación superior. El instrumento consiste en trece reactivos evaluados en escala Likert (coeficiente de alfa de Cronbach=0.704), clasificados en tres dimensiones relativas a la percepción de competencias para la interdisciplinariedad (mostrando correlación de Pearson moderada para cada dimensión). Este trabajo aporta un test validado para medir la percepción que tienen los estudiantes de cualquier campo disciplinar sobre la integración del conocimiento en su experiencia educativa. El uso de este instrumento provee argumentos sobre la relevancia del enfoque interdisciplinario en la formación universitaria.
Test of understanding graphs in calculus: Test of students' interpretation of calculus graphs
(2017-01-01) Dominguez, Angeles; Barniol, Pablo; Zavala, Genaro; Dominguez A.; Tecnologico de Monterrey
Studies show that students, within the context of mathematics and science, have difficulties understanding the concepts of the derivative as the slope and the concept of the antiderivative as the area under the curve. In this article, we present the Test of Understanding Graphs in Calculus (TUG-C), an assessment tool that will help to evaluate students’ understanding of these two concepts by a graphical representation. Data from 144 students of introductory courses of physics and mathematics at a university was collected and analyzed. To evaluate the reliability and discriminatory power of this test, we used statistical techniques for individual items and the test as a whole, and proved that the test’s results are satisfactory within the standard requirements. We present the design process in this paper and the test in the appendix. We discuss the findings of our research, students’ understanding of the relations between these two concepts, using this new multiple-choice test. Finally, we outline specific recommendations. The analysis and recommendations can be used by mathematics or science education researchers, and by teachers that teach these concepts

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