Cognitive Support

towards Calculus
 INTRODUCTION
The oldest of all sciences in the world is Mathematics. It has
developed through the decades and centuries that is having a
primary impact on the quality of human life on the world.
Mathematics is the one who helps the people achieve and
develop their skills through the field of development and progress
of the whole nation. It is an important and applicable subject for
everyone. Despite the fact of its importance and influence, the
Mathematics is a subject framed by all the students as implied by
Choudhury (2012).
Mathematics is the science of numbers and their operations,
interrelations, combinations, generalizations, and abstractions. The
branches of Mathematics are Algebra, Arithmetic, Calculus,
Geometry, and Trigonometry.
 Calculus is a method of computations or calculations in
a special notation. Calculus has two types, the Differential
and the Integral Calculus. This is a branch of mathematics
that deals with the finding and properties of derivatives
and integral of functions by methods originally based on
the summation of infinitesimal differences. It is also a
particular method or system of calculation or reasoning.
Differential and Integral calculus are related to each other
because of the fundamental theorem. Today, Calculus
has a lot of uses when it comes to science, engineering,
and economics. It is a part of modern mathematics
education.
 Nevertheless, students cannot get away with the branches of
Mathematics because it is a part of the academic curriculum.
Knowledge of Mathematics makes a student one step ahead
among the rest of the whole class. It leads to scientific and
technological development that will help use potentials and
Mathematical skills that will set up for lifetime success of
learning. Therefore, there is a need to learn Calculus, as the
branch of Mathematics because it is a part of the daily activities
in the track called STEM meaning Science, Technology,
Engineering, and Mathematics.
With this thought in mind, the researchers decided to pursue
the study. The Cognitive support of STEM students of Batangas
State University towards Calculus
 RESEARCH LITERATURE
The study of Picorro (2003) has similarities with the present study as both
study deals with Mathematics. It is pre-requisite of all the next higher
Mathematics subjects yet Mathematics for many students is not an easy
subject to learn. However, some students taking the program cannot deny
the fact that some of them are having a hard time in Mathematics subjects.
Students are suffering from mathematical anxiety or better known as
“mathophobia”, which is the fear of mathematics or best described as
intense negative feeling towards mathematics.
The study was conducted by Megan Gibson (2013) about motivation
and study habits of college calculus students. This study showed students
who had taken calculus in high school and those who had not were equally
willing to work hard when their calculus course was work was difficult. If they
thought they did not need to do practice exercises, however, they did not
do them, and students who had taken calculus before were more likely to
think that they did not need to do practice exercises.
 The result of the study was conducted by Maria de Lourdes
Mata, Vera Monteiro, and Francisco Peixoto (2012) about the
attitudes towards mathematics: effects of individual, motivational,
and social support factors shows strong relationships between
motivation and support related variables with attitudes. However,
the cross-sectional natures of the design used do not allow us to infer
causal relationships between the variables.
The study conducted by Choudhury (2012) is parallel in the study
because it deals with the attitudes in Mathematics. The difference
between the two is that the study of Choudhury (2012) deals with the
achievements and the effective study habits and positive attitudes
which are factors to consider in attaining high academic
performance of students inside the school towards Mathematics
courses while the current study talks about the attitudes and
motivations of each STEM students in dealing with Calculus. Many
students are able to develop efficient study habits without receiving
any formal training.
 CONCLUSION
Surveying Grade 11 and 12 STEM students’ cognitive
support towards Calculus problem solving was then focused
on this study. And it considered the following: opinion and
perspective of STEM students towards Calculus, difficult
problems encountered in Calculus, coping mechanism of
the STEM students to easily understand Calculus, and
importance of Calculus to STEM students. In this study, it was
found out that the respondents had some difficulty in solving
and analyzing problems but they had different coping
mechanisms to easily understand and learn the different
topics, formulas, and parts in Calculus. With the difficulties
they are facing, it results in low enjoyment in problem solving.
 However, it was found out that the respondents were willing to
find their mistakes and learn from it. They know the importance of
choosing the appropriate approach, handling Calculus different
concepts and the process on how to analyze, understand and
answer problem solving. It was noted also that they admitted
that they need to study more on their own and with the help of a
more knowledgeable person like their classmates. Also, the
respondents believed that they need someone to guide them
throughout the process of problem solving. It shows that aside
from internal factor, external factor must also be considered in
building confidence. Therefore, teachers play an important role
in providing external help for the students. The majority of the
respondents also thought that Calculus is an important subject as
each one of them give their statements about its importance to
the students, most especially who are taking up STEM as their
Senior High School track wherein it involves the subject, Calculus.
 REFERENCES
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library.ku.ac.ke/bitstream/handle/123456789/609/JACKSON%20KIPRONOH.pdf?sequence
 Lim-Teo, S. K (2007) Attitude of Junior College and Tertiary Students to Calculus, Retrieved from
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 Mata, M. L., & Monteiro, V (2012) Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support
Factors, ISPA, Instituto Universitário, UIPCDE, Rua Jardim do Tabaco 34, 1149-041 Lisboa, Portugal, Retrieved from
https://www.hindawi.com/journals/cdr/2012/876028/
 Santa Maria, R. F. (2010) The Attitude toward Mathematics as Attributes of Students’ Success in Mathematics in Ladderized
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Ladderized-Education-Program-in-the-Universidad-de-Manila
 Huang, C. H. (2010) An Investigation of Engineering Students’ Attitudes Towards Calculus in Taiwan, Ming Chi University of
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toward-calculus-in-taiwan.pdf
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