ACTIVE METHODOLOGIES IN THE TEACHING OF DIFFERENTIAL AND INTEGRAL CALCULUS: APPROACHES AND PERSPECTIVES

Abstract

This article sought to investigate the use of active learning methodologies in the teaching of Differential and Integral Calculus, considering the high dropout and failure rates historically associated with this subject in programs within the exact sciences. The study aimed to identify and analyze the main active learning methodologies used in Calculus teaching, as well as their contributions and challenges to the learning process. To this end, a qualitative Systematic Literature Review was conducted, following the PRISMA (2020) protocol and using the Parsifal software to organize and analyze the selected studies. The review included publications from 2014 to 2024 indexed in the CAPES Journals Portal, SciELO, Scopus, Eric and Web of Science databases. Of the 2,306 studies initially identified, 36 were selected for analysis. The results made it possible to map 11 active learning methodologies, with particular emphasis on the flipped classroom, problem-based learning, and project-based learning. It was concluded that these methodologies promote student engagement, motivation, and understanding, contributing to more meaningful learning and to the development of autonomy, critical thinking, and problem-solving skills.