Learning Strategies and Emotional Factors in Differential Calculus: Experiences of Engineering Students in Colombia

Abstract

The objective of this research is to identify and analyze the challenges faced by the engineering student population when addressing differential calculus content, as well as the most effective strategies they employ to overcome them. Through a qualitative study based on in-depth interviews, cognitive, emotional, and pedagogical barriers affecting calculus learning are examined. The research was conducted between March and August 2024 in Bucaramanga, Colombia. Among the most significant obstacles are conceptual abstraction, a lack of solid mathematical foundations, and mathematical anxiety, all of which negatively impact academic performance. Participants in the study emphasized the importance of technological tools, such as educational applications, along with peer support, are the most used strategies to tackle these challenges and improve comprehension. Based on these findings, recommendations are proposed to enhance the teaching of calculus in university settings, suggesting a more inclusive approach that considers the diverse skills and experiences of the student body. This approach aims to reduce difficulties that hinder a significant portion of students from mastering mathematical concepts. The study’s conclusions emphasize the importance of adjusting teaching methodologies to foster a learning environment that not only focuses on content transmission but also on the development of adaptive strategies that address students' specific needs. Ultimately, this research underscores the necessity of promoting more equitable, accessible, and academically relevant learning for engineering students.