Application of Problem-Based Learning (PBL) to Improve the Understanding of Differential Calculus Concepts in Higher Education Students.
DOI:
https://doi.org/10.70577/ASCE/1691.1713/2025Keywords:
Problem-Based Learning, Differential Calculus, Higher Education, Pedagogical Innovation, Mathematical Skills.Abstract
This study sought to evaluate the efficacy of Problem-Based Learning (PBL) in improving students' comprehension of differential calculus principles in higher education. Based on the premise that Project-Based Learning (PBL), by centering students in the educational process and promoting collaborative problem-solving in authentic contexts, constitutes an effective pedagogical approach, the research aimed to tackle prevalent difficulties related to the comprehension of abstract mathematical concepts. A sequential mixed-methods approach was utilized. The quantitative phase entailed the implementation of diagnostic assessments and subsequent evaluations for a group of first-year engineering students, succeeded by a statistical analysis of performance results. Additionally, the qualitative phase included semi-structured interviews and classroom observations to gather students' thoughts and learning experiences. Furthermore, innovative technologies—such as Learning Management Systems (LMS) and interactive simulations utilizing GeoGebra—were incorporated to enhance the visualization of differential concepts and promote independent learning. The findings indicated substantial enhancements in academic performance, especially for the understanding of limits, derivatives, and their applications. Additionally, students indicated increased interest, improved teamwork, and heightened metacognitive skills during the intervention. In conclusion, the implementation of PBL demonstrated its relevance and efficacy as a pedagogical method for instructing differential calculus in higher education. The paradigm enhances mathematical comprehension while cultivating vital transversal competencies, providing a reproducible framework for creative teaching in university mathematics education.
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