Difficulties in Teaching and Learning Differential Calculus in Engineering Programs at UNAN-Managua, CUR-Estelí Nicaragua

Abstract

This article analyzes the difficulties of the teaching-learning process of Differential Calculus in engineering courses taught at UNAN-Managua/CUR-Estelí, emphasizing the methodological and conceptual challenges faced by teachers and students. An intentional or opinion-based non-probabilistic sampling method was used to select the sample. In the first semester of 2023, a document review and interviews with mathematics teachers were conducted. The results show that the abstract nature of differential calculus, combined with the lack of adequate teaching strategies, makes it difficult to understand. Factors such as insufficient integration of technologies in the classroom, resistance to methodological change, and limitations in ICT proficiency, both on the part of teachers and students, exacerbate this problem. The research raises the need to incorporate digital tools and innovative pedagogical approaches to strengthen the teaching of differential calculus. The adoption of active methodologies and interactive resources facilitates the assimilation of fundamental concepts and also contributes to the development of cross-cutting skills that are essential in the training of engineers. The study concludes that the transformation of educational strategies is key to optimizing learning and preparing students to face the challenges of their professional practice.