Author ORCID Identifier
Ricela Feliciano-Semidei: https://orcid.org/0000-0002-2620-0612
Kevin Palencia: https://orcid.org/0000-0001-7292-5537
Alcibiades Bustillo-Zarate: https://orcid.org/0000-0003-2407-287X
Document Type
Article
Publication Title
International Journal of Education in Mathematics, Science and Technology
Abstract
Understanding calculus students’ perspectives can provide valuable insights into their learning needs and help develop strategies to enhance persistence in STEM programs. Numerous studies have shown that the use of digital technologies (DT) influences student engagement, motivation, and mathematics achievement. In this project, we explored students’ perspectives on using DT in calculus. We interviewed eight calculus students from a midwestern doctorate-granting institution in the United States and used thematic analysis informed by the didactical tetrahedron, accounting for internal and external factors that may influence the teaching and learning process. Students reflected on their use of technology, identifying various benefits, including looking for similar problems, checking their work, and visualizing concepts. They also identified challenges, particularly with online feedback. Additionally, students shared their perceptions of how instructors utilized DT in calculus, recognizing benefits when they provided relevant course material or solved mathematical problems, and highlighted challenges related to the misalignment between course content and online homework. Finally, students described how external factors, such as classroom environments, facilities, and accessibility, impacted their use of technology. These findings offer valuable insights for faculty and institutions regarding effective DT implementation and highlight the importance of considering the specific instructional context in calculus courses.
First Page
926
Last Page
952
DOI
10.46328/ijemst.5454
Publication Date
2026
Recommended Citation
Feliciano-Semidei, R., Palencia, K. A. & Bustillo-Zárate, A. (2026). Digital technologies and calculus: Students’ Peaks and Pits. International Journal of Education in Mathematics, Science and Technology, 14(3), 926-952. https://doi.org/10.46328/ijemst.5454.
Original Citation
Feliciano-Semidei, R., Palencia, K. A. & Bustillo-Zárate, A. (2026). Digital technologies and calculus: Students’ Peaks and Pits. International Journal of Education in Mathematics, Science and Technology, 14(3), 926-952. https://doi.org/10.46328/ijemst.5454.
Department
Department of Mathematical Sciences
