Examination of lecturers' content preferences in the teaching of integral: The case of curriculum revision

Abstract

In this study, the content preferences of the lecturers were evaluated in the context of the revision made in the undergraduate mathematics teachers training program in Turkey in 2018. Within this scope, the theorems and examples preferred by the lecturers while teaching the integral subject were evaluated in the context of the shortened time with the revision of the analysis course curriculum. The participants of the study were eight lecturers from different universities. The qualitative data collection procedures were used via document analysis and interviews. The results of the study showed that the participants attached more importance to the pure content in the revised curriculum compared to the previous curriculum, and the time limitations caused a decrease in the applied content in particular. It has been determined that the content in the \"Riemann sums\" category remained important during the application of both curricula, but after the curriculum revision, the contents in the \"Integrability\" and \"Applications of integral\" categories are less placed in the lecture notes. Due to time limitations, some theorems and examples were not included in the teaching of the integral, and this may cause limited understanding for students. The reflections of lecturers' content preferences on student understanding are discussed within the relevant literature.