Abstract—One problem that afflicts teachers, particularly
those who teach Differential and Integral Calculus, is the
difficulty of students in mathematics content and the consequent
lack of understanding of what is presented in this discipline.
Numerous studies have been carried out with the aim of creating
and improving new teaching-learning methodologies that make
students active elements of the learning process. This work
proposes the application of the Problem Based Learning
methodology in the definite Integral topic of the Calculus
discipline, in order to guide the teacher and contribute to the
student having contact with the discipline in problems that
represent situations closer to their reality. In this proposal the
student will also make use of technologies that, although they are
known, are often underutilized by them.
Index Terms—Area calculation, definite integral, Problem-Based Learning, real problem.
The authors are with the Engineering School of Lorena, University of São Paulo, Brazil (e-mail: firstname.lastname@example.org, email@example.com, firstname.lastname@example.org, email@example.com, firstname.lastname@example.org, email@example.com).
Cite: I. R. S. Alves, M. C. Mancebo, T. C. S. Boncompagno, W. D. O. Júnior, E. C. Romão, and R. V. Garcia, "Problem-Based Learning: A Tool for the Teaching of Definite Integral and the Calculation of Areas," International Journal of Information and Education Technology vol. 9, no. 8, pp. 589-593, 2019.Copyright © 2019 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).