Integrating digital technology for the innovation of calculus curriculum
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The aim of this submission is to show a sequence of activities integrating technology in a new approach to calculus taking place at the first mathematics course for engineer students at Tecnologico de Monterrey, Mexico. Different specialized software is used to focus the learning process on a global image including derivative and antiderivative. The first scenario of motion over a straight line offers the platform to deal with these notions related to the meaning of position (function/antiderivative) and velocity (derivative). From there, the transference to other real context scenarios is provided. The sequence favors the development of this approach since it deals simultaneously with both calculus notions. In classroom, technology is a mediator to identify, at an early stage of the course, important calculus' results (theorems) about the relationship between function and derivative. The sequence guides a symbolization process that rests in signs that students show through body gestures and visual images. The learning goal is to interpret the graph of a function in terms of its derivative graph; this way, process of visualizing the antiderivative is becoming an important fact at the first contact with calculus, where the Fundamental Theorem of calculus takes a special place as background knowledge throughout the course. © American Society for Engineering Education, 2013.