Methodologies in Teaching the Derivative: URACCAN New Guinea

Abstract

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