Early error detection: an action-research experience teaching vector calculus
María Magdalena Añino, Gabriela Alejandra Merino, Alberto Miyara, Marisol Perassi, Emiliano Pablo Ravera, Gustavo Pita, Diana Waigandt · International Journal of Mathematical Education in Science and Technology · 2013
This paper describes an action-research experience carried out with second year students at the School of Engineering of the National University of Entre Ríos, Argentina. Vector calculus students played an active role in their own learning process. They were required to present weekly reports, in both oral and written forms, on the topics studied, instead of merely sitting and watching as the teacher solved problems on the blackboard. The students were also asked to perform computer assignments, and their learning process was continuously monitored. Among many benefits, this methodology has allowed students and teachers to identify errors and misconceptions that might have gone unnoticed under a more passive approach.