H. Armenta, ItzelDominguez, AngelesTavares, Dina2024-05-282024-05-282024-01-12Armenta IH and Dominguez A (2024) Unveiling interdisciplinary horizons: students’ experiences in a first-year calculus course. Front. Educ. 8:1294542. doi: 10.3389/feduc.2023.1294542. Recuperado de: https://hdl.handle.net/11285/6538682504-284Xhttps://doi.org/10.3389/feduc.2023.1294542https://hdl.handle.net/11285/653868In 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.TextoengopenAccesshttp://creativecommons.org/licenses/by-nc-sa/4.0HUMANIDADES Y CIENCIAS DE LA CONDUCTA::PEDAGOGÍA::TEORÍA Y MÉTODOS EDUCATIVOS::PEDAGOGÍA EXPERIMENTALEducationArtículoFrontiers in Educationhttps://orcid.org/0000-0001-7277-5743https://orcid.org/0000-0001-6066-355Xinterdisciplinary educationstudents’ perspectivesphenomenological analysisinterdisciplinary experiencecalculusengineering studentshigher educationeducational innovation81294542113Suiza / Switzerland77678757203302317