Teaching Calculus through Complexity

The teaching of Calculus has been the subject of much analysis in recent years. Research has focused on analyzing the difficulties from a single perspective, where only students and teachers exist. However, during the educational process, multiple factors influence student development, which is affected by the external and internal stimuli that permeate and shape their learning. This proposal includes an analysis of the Calculus teaching process through a complex approach that visualizes the impact of each of the interconnections that are built for use in the educational process. The methodology used a qualitative approach through interviews with participants who took both Calculus seminars at the high school level, where they expressed their opinions on the new approach offered to the course. The results showed that there is not only a better understanding of mathematical objects, but also a better perspective on the course and its development.