Pedagogical alternatives for triple integrals: moving towards more inclusive and personalized learning
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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. 49, Nº. 5, 2018, págs. 792-801
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This paper is based on the presumption that teaching multiple ways to solve the same problem has academic and social value. In particular, we argue that such a multifaceted approach to pedagogy moves towards an environment of more inclusive and personalized learning. From a mathematics education perspective, our discussion is framed around pedagogical approaches to triple integrals seen in a standard multivariable calculus curriculum. We present some critical perspectives regarding the dominant and long-standing approach to the teaching of triple integrals currently seen in hegemonic calculus textbooks; and we illustrate the need for more diverse pedagogical methods. Finally, we take a constructive position by introducing a new and alternate pedagogical approach to solve some of the classical problems involving triple integrals from the literature through a simple application of integration by parts. This pedagogical alternative for triple integrals is designed to question the dominant one-size-fits-all approach of rearranging the order of integration and the privileging of graphical methods; and to enable a shift towards a more inclusive, enhanced and personalized learning experience.
