Critical perspectives of pedagogical approaches to reversing the order of integration in double integrals
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Christopher C. Tisdell [1]
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[1] The University of New South Wales
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 48, Nº. 8, 2017, págs. 1285-1292
- Idioma: inglés
- DOI: 10.1080/0020739x.2017.1329559
- Texto completo no disponible (Saber más ...)
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Resumen
This paper presents some critical perspectives regarding pedagogical approaches to the method of reversing the order of integration in double integrals from prevailing educational literature on multivariable calculus. First, we question the message found in popular textbooks that the traditional process of reversing the order of integration is necessary when solving well-known problems. Second, we illustrate that the method of integration by parts can be directly applied to many of the classic pedagogical problems in the literature concerning double integrals, without taking the well-worn steps associated with reversing the order of integration. Third, we examine the benefits and limitations of such a method. In our conclusion, we advocate for integration by parts to be a part of the pedagogical conversation in the learning and teaching of double integral methods; and call for more debate around its use in the learning and teaching of other areas of mathematics. Finally, we emphasize the need for critical approaches in the pedagogy of mathematics more broadly.
