Sani Sahara, Turmudi Turmudi, Agus Hendriyanto, Lukman Hakim Muhaimin, Burhanudin Mustofa
This study examines the opportunities in teaching calculus through the lens of differentials and infinitesimals, as opposed to the traditional limits-focused approach. Rooted in historical shifts in calculus pedagogy, the study aims to restore the "direct referential power" of differential notation, which has been largely lost in modern educational settings. Utilizing a design research methodology, the study is organized into three phases: Preparation and Design, Teaching Experiment, and Retrospective Analysis. A hypothetical learning trajectory (HLT) is developed and analyzed, incorporating principles from realistic mathematics education and supported by interactive web-based platforms and visualization videos. Initial assessments and two activities were conducted to gauge students' foundational understanding and to introduce them to the concept of infinitesimals and differentials. Instructional interventions with students revealed areas of confusion, particularly concerning the concept of limits and infinitesimals. © 2024 American Institute of Physics Inc.. All rights reserved.
Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia; Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia
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