Teaching and technological resources for the teaching of the integral defined in the Intercultural Community University model

Abstract

This research has described the educational and technological resources that the math teachers incorporates in the process of teaching the definite integral, the evaluation made by the teachers, and the difficulties the students presents in its understanding. It was a quantitative and qualitative study based on a case study, with a sample of 46 students from the third semester of Business Administration and 12 math teachers from the University of the Autonomous Regions of the Caribbean Coast of Nicaragua, Nueva Guinea campus. The analysis was developed with emphasis on the capacities observed in the classroom, and the arguments in response to the questionnaires and interviews aimed to students and teaching staff. The results demonstrate that the incorporation of educational and technological resources in the teaching of definite integral reduces the difficulties for a comprehensive learning, which means that when designing and implementing educational and technological resources it can create a pleasing environment full of motivation and confidence in order that the students resolve their mathematical tasks, and therefore decreases their learning difficulties.