ENHANCING PERCEPTUAL REASONING THROUGH ACTIVE CALCULUS INSTRUCTION: A NEUROPSYCHOLOGICAL PILOT STUDY IN ENGINEERING EDUCATION.
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| Title: | ENHANCING PERCEPTUAL REASONING THROUGH ACTIVE CALCULUS INSTRUCTION: A NEUROPSYCHOLOGICAL PILOT STUDY IN ENGINEERING EDUCATION. |
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| Alternate Title: | MEJORANDO EL RAZONAMIENTO PERCEPTIVO MEDIANTE LA ENSEÑANZA ACTIVA DEL CÁLCULO: UN ESTUDIO PILOTO NEUROPSICOLÓGICO EN EDUCACIÓN EN INGENIERÍA. APRIMORANDO O RACIOCÍNIO PERCEPTIVO POR MEIO DO ENSINO ATIVO DE CÁLCULO: UM ESTUDO PILOTO NEUROPSICOLÓGICO NA EDUCAÇÃO EM ENGENHARIA. |
| Authors: | Jiménez, Raúl D.1 mdomic@ucn.cl, Terrazas-Nuñez, Walter2, Herrán, Nathalia2, Arancibia-Carvajal, Susana2, Huerta, Ema3, Fuentes, Loreto2 |
| Source: | Panamerican Journal of Neuropsychology / Cuadernos de Neuropsicología. ene-abr2026, Vol. 20 Issue 1, p126-145. 20p. |
| Subjects: | CALCULUS education, STUDENT-centered learning, NEUROPSYCHOLOGY, PERCEPTUAL learning, STEM education, SPACE perception, EXECUTIVE function, ENGINEERING education |
| Abstract (English): | Calculus, a cornerstone of mathematics that explores continuous change through differentiation and integration, is pivotal for higher education in engineering and STEM careers. Yet, its instruction presents challenges, with many students grappling with its complexity, accentuating the need for innovative teaching strategies. Grounded in the nexus between calculus and higher cognitive functions, this research evaluates the outcomes of a studentcentered approach in enhancing understanding and applying calculus and seeks to determine its impact on broader cognitive functions. Employing a pretestretest design with control and intervention groups, we merge cognitive evaluations, including subtests from the Wechsler Adult Intelligence Scale, with calculus performance assessments. Our results revealed the intervention group exhibited enhanced calculus performance and improvement in the perceptual reasoning index, especially in block design subtest, reflecting enhanced visuospatial skills. This study offers valuable perspectives for improving calculus instruction and potentially improving students' cognitive capabilities by implementing a student-centered approach. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El Cálculo, piedra angular de las matemáticas que estudia el cambio continuo mediante la diferenciación y la integración, es fundamental en la educación superior en ingeniería y carreras STEM. Sin embargo, su enseñanza presenta desafíos, ya que muchos estudiantes lidian con su complejidad, lo que acentúa la necesidad de estrategias innovadoras de instrucción. Basada en la relación entre el cálculo y las funciones cognitivas superiores, esta investigación evalúa los resultados de un enfoque centrado en el estudiante para mejorar la comprensión y aplicación del cálculo, y busca determinar su impacto en funciones cognitivas más amplias. Utilizando un diseño de pretest-retest con grupos control e intervención, combinamos evaluaciones cognitivas, incluyendo subpruebas de la Escala de Inteligencia de Wechsler para Adultos, con pruebas de desempeño en cálculo. Nuestros resultados revelaron que el grupo de intervención mostró un mejor desempeño en cálculo y mejoras en el índice de razonamiento perceptivo, especialmente en la subprueba de diseño con cubos, lo que refleja un fortalecimiento de las habilidades visoespaciales. Este estudio ofrece perspectivas valiosas para optimizar la enseñanza del cálculo y, potencialmente, para favorecer el desarrollo de las capacidades cognitivas de los estudiantes mediante la implementación de un enfoque centrado en el estudiante. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O Cálculo, pedra angular da matemática que estuda a mudança contínua por meio da diferenciação e da integração, é fundamental no ensino superior em engenharia e carreiras STEM. No entanto, seu ensino apresenta desafios, pois muitos estudantes enfrentam dificuldades com sua complexidade, o que acentua a necessidade de estratégias inovadoras de instrução. Com base na relação entre o cálculo e as funções cognitivas superiores, esta pesquisa avalia os resultados de uma abordagem centrada no estudante para aprimorar a compreensão e a aplicação do cálculo, e busca determinar seu impacto em funções cognitivas mais amplas. Utilizando um delineamento de pré-teste e pós-teste com grupos controle e intervenção, combinamos avaliações cognitivas, incluindo subtestes da Escala de Inteligência Wechsler para Adultos, com provas de desempenho em cálculo. Nossos resultados revelaram que o grupo de intervenção apresentou melhor desempenho em cálculo e melhorias no índice de raciocínio perceptivo, especialmente no subteste de construção com blocos, refletindo um fortalecimento das habilidades visuoespaciais. Este estudo oferece perspectivas valiosas para otimizar o ensino do cálculo e, potencialmente, favorecer o desenvolvimento das capacidades cognitivas dos estudantes por meio da implementação de uma abordagem centrada no aluno. [ABSTRACT FROM AUTHOR] |
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| Database: | MedicLatina |
| Abstract: | Calculus, a cornerstone of mathematics that explores continuous change through differentiation and integration, is pivotal for higher education in engineering and STEM careers. Yet, its instruction presents challenges, with many students grappling with its complexity, accentuating the need for innovative teaching strategies. Grounded in the nexus between calculus and higher cognitive functions, this research evaluates the outcomes of a studentcentered approach in enhancing understanding and applying calculus and seeks to determine its impact on broader cognitive functions. Employing a pretestretest design with control and intervention groups, we merge cognitive evaluations, including subtests from the Wechsler Adult Intelligence Scale, with calculus performance assessments. Our results revealed the intervention group exhibited enhanced calculus performance and improvement in the perceptual reasoning index, especially in block design subtest, reflecting enhanced visuospatial skills. This study offers valuable perspectives for improving calculus instruction and potentially improving students' cognitive capabilities by implementing a student-centered approach. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07184123 |
| DOI: | 10.7714/CNPS/20.1.207 |
