Cálculo diferencial e integral: obstáculos e perspectivas de aprendizagem nas licenciaturas em matemática e química no CESP/UEA

Abstract

This study investigates the obstacles and learning perspectives in Differential and Integral Calculus within the undergraduate Mathematics and Chemistry teaching programs at CESP/UEA, considering the importance of this discipline in the training of future science educators. The research aims to identify teaching methodologies that may help overcome students’ learning difficulties. A qualitative approach was adopted, including interviews with professors and questionnaires applied to students, covering the period from 2023 to 2025. The findings revealed that the main challenges include gaps in basic mathematical knowledge, excessively formal language, limited time for extracurricular study, and socioeconomic hardships. On the other hand, participatory methodologies, the use of peer tutoring, and institutional support policies were highlighted as effective strategies. The results suggest that improving the teaching of Calculus requires not only methodological changes but also a more inclusive academic environment that fosters equity and expands learning opportunities.