Methodologies in Teaching the Derivative: URACCAN New Guinea
Keywords:
Methodology, Business Administration, social context, performance, teaching and learning of the derivative, Financial MathematicsAbstract
This research describes the methodology that is been used by teachers of URACCANNueva Guinea, in the teaching and learning of the derivatives with students of Business Administration, and how this educational methodology influences the performance of “Financial Mathematics” as a subject. In this case-study two mathematics teachers participated; the data were obtained through a questionnaire and open interviews, as well as a survey that was provided to the students in which they requested information related to the methodological processes in the classroom. The analysis was developed based on the systemic networks and the results demonstrated significant differences in addressing the content. The comparative results favor students, due to the fact that they were provided with training classes related to the derivative with pertinence to the social context; and as for the teacher who teaches the derivative from a traditional perspective, it was evident the low grades of the students.
CIENCIA E INTERCULTURALIDAD, Volume 12, Year 6, No. 1, Jan-July, 2013; 39-49
1312
HTML (Spanish) 9453
EPUB (Spanish) 249
Resumen (Audio) (Spanish) 203
Abstract (Audio) 202
Published
How to Cite
Issue
Section
License
Copyright © (URACCAN)
This journal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This license allows others to download the works and share them with others, as long as their authorship is acknowledged, but they can not be changed in any way nor can they be used commercially.
