Estudo da integral definida por meio de problemas interdisciplinares do Cálculo com a Físico-Química

Abstract

This research investigates how problem-solving, based on the interdisciplinarity between Calculus and Physical Chemistry, contributes to the teaching and learning of the concept of the definite integral. To this end, we developed a sequence of activities with 25 students of the Chemical Engineering course of a public and federal higher education institution in the Rio Grande do Sul state, enrolled in the discipline of Calculus A. The Resolution of Problems by George Polya was considered as a contribution theoretical and methodological. The study had a qualitative approach in which students' production were analyzed and organized into two categories: knowledge mobilized by students concerning the concept of definite integral and difficulties presented by them in solving problems. The results showed that the proposed problems contributed to the understanding of the definite integral concept and the importance of the knowledge of Mathematics to understanding the phenomena and theories associated with professional training, making the content more meaningful for the student and arousing interest and participation active in Calculus classes.