Didactic actions for teaching mathematical analysis concepts through problem-solving in the Geographic Engineering major

Abstract

The teaching of Integral Calculus in the Geographic Engineering major at Agostinho Neto University frequently exhibits a traditional formalism that restricts the quality of conceptual treatment. Objective: To propose a methodological procedure, sustained by didactic actions rooted in problem-solving, to improve concept formation quality regarding definite and indefinite integrals within the Mathematical Analysis II course. Methodology and methods: The research adopted a qualitative approach and an instructional design grounded in conceptual fields theory, cognitive reification, and the Onto-semiotic Approach. Theoretical methods included didactic modeling, articulating heuristic mediation and semiotic representation registers through situational problems contextualized in topography and spatial analysis. As an empirical method for theoretical validation, expert judgment was implemented through a panel of seven specialists. Results: The evaluation confirmed the relevance, epistemological consistency, and methodological feasibility of the alternative proposal for engineering education.