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Mathematical Modelling in Education Research and Practice pp 407–416Cite as

Context Categories in Mathematical Modelling in Fundamentals of Calculus Teaching

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Abstract

In this chapter we present results of a qualitative evaluation conducted in the Fundamentals of Calculus classes in four service courses, Administration, Biology, Accounting and Physics, from a federal university in Brazil. The objectives were to analyze the main difficulties the students had regarding mathematical modelling, especially with functions and the relationship of these difficulties with the different fields of study. The analysis of the results identified some of the main teaching difficulties were related to contextualization in mathematical modelling, as well as the teaching of mathematical concepts for different courses, whether these were related to the Exact Sciences or not.

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Author information

Authors and Affiliations

  1. Campus Ituiutaba, Universidade do Estado de Minas Gerais – UEMG, Belo Horizonte, MG, Brazil

    Mara Kessler Ustra & Sandro Rogério Vargas Ustra

  2. Faculdade de Ciências Integradas do Pontal – FACIP, Universidade Federal de Uberlândia, Rua 20, 1600 – Bairro Tupã, Ituiutaba, MG, 38304-402, Brazil

    Mara Kessler Ustra & Sandro Rogério Vargas Ustra

Authors
  1. Mara Kessler Ustra
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  2. Sandro Rogério Vargas Ustra
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Corresponding author

Correspondence to Mara Kessler Ustra .

Editor information

Editors and Affiliations

  1. Mathematics Education, Australian Catholic University, Ballarat, Victoria, Australia

    Gloria Ann Stillman

  2. University of Kassel, Kassel, Germany

    Werner Blum

  3. Pontifical Catholic University of Rio Grande do Sul - PUCRS, Porto Alegre, Rio Grande do Sul, Brazil

    Maria Salett Biembengut

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Ustra, M.K., Ustra, S.R.V. (2015). Context Categories in Mathematical Modelling in Fundamentals of Calculus Teaching. In: Stillman, G., Blum, W., Salett Biembengut, M. (eds) Mathematical Modelling in Education Research and Practice. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-319-18272-8_34

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