Differential Calculus in higher education. Proposals for its teaching

El Cálculo Diferencial en la educación superior. Propuestas para su enseñanza

Abstract

Several investigations have reported the difficulties of students when working the topic of Differential calculus in first-year calculus programs in almost all universities. An analytical review is presented on the concept of pedagogical differentiation, examining its theoretical and technical foundations, its knowledge implications, and the controversy inherent in its application in the processes of teaching and learning. Theoretical methods are employed. The bases for constructing a platform for a more inclusive differentiated learning are shown. It is suggested that successful differentiation requires a teaching staff that adapts to the diverse levels, needs, and backgrounds of the students. The need for more research-based strategies aimed at opening the academic achievement gap among students, following existing learning paradigms, is highlighted.