Conceptual and cognitive processes in the introduction of ordinary differential equations through problem solving

Abstract

This study aims to analyze cognitive processes that a group of first year Chemistry students exhibit while working on a task that involves dealing with a variation phenomenon. The task is part of a teaching module to introduce the study of Ordinary Differential Equations. The implementation of the module was based on combining problem solving activities, the use of a hand-held calculator and fostering a collaboration work among students. Results indicate that the participants recognized and valued a problem solving approach that led them to use various representations and strategies to construct the concept of Differential Equation.