Uma revisão sistemática sobre os desafios da abordagem do Cálculo diferencial e integral

Abstract

When starting the teaching-learning development process in the initial years of adoption, the aim is to understand and know which methodologies and practices are capable of fostering educational praxis focused on mathematical evolution together with students. Teaching mathematics through problem solving is not simply about presenting a problem and waiting for magic to happen. The teacher is fully responsible for creating and maintaining a motivated mathematical environment in which the lesson should take place. Based on this perception, the teaching of calculus, more precisely, derivatives and integrals, aims to relate functions and numbers, determining unknown terms, inviting them in a truth that seems to cause difficulties for students. In this sense, it is stated that the general objective of the present study is to analyze the main challenges related to the approach to thinking about differential and integral calculus in the initial years of introduction in Mathematics and Physics courses. The methodology used in the elaboration of this research is a bibliographic review built through the analysis of scientific articles published and selected