Evaluation of the Didactic Transposition Process in Teaching Integral: Face-to-Face versus Online Education

Abstract

This study aims to evaluate the university lecturers' teaching content preferences in different teaching environments at the undergraduate level of mathematics. The content that lecturers use in teaching the concept of integral is evaluated through a comparison of face-to-face and virtual classroom settings. With comparative case study being used out of interpretive paradigm patterns, the course contents and reflective interview findings of lecturers are analysed descriptively. Findings of the study show that compared to face-to-face classes, the integration content that requires algebraic approaches are preferred less and while the content requiring numerical and contextual approaches are preferred more in virtual classrooms. Participants considered the processes of using different representations and transiting external sources as an advantage in virtual classrooms, and they also claimed that face-to-face classes were more effective in the calculation of integral and proof processes. The other necessary components for improving teaching in virtual classrooms were discussed within the framework of technological content knowledge and epistemological beliefs.