Teaching and learning strategies for the derivative in engineering education: A scoping review protocol
- 1Universidad San Sebastián, Chile.
- 2Universidad Católica de la Santísima Concepción, Chile.
Abstract
The derivative is a fundamental concept in engineering education, as it enables students to model and interpret phenomena related to rates of change, optimization, and the analysis of physical processes. However, its teaching in higher education often emphasizes decontextualized algebraic procedures, with limited integration of authentic engineering problems and interactive digital technologies. This protocol outlines a scoping review aimed at mapping the available evidence on teaching and learning strategies for the derivative in undergraduate engineering education that incorporate authentic engineering problems, with or without the support of digital technologies. The review will follow the methodological framework proposed by the JBI Manual for Evidence Synthesis and the reporting guidelines of PRISMA-ScR. The review is guided by the PCC framework: (P) undergraduate engineering students; (C) didactic strategies for teaching and learning the derivative grounded in authentic engineering problems, with or without the support of digital technologies; and (C) higher education engineering programs. Searches will be conducted in Scopus, Web of Science, ERIC, and SciELO for peer-reviewed publications published between 2000 and 2026 in English, Spanish, and Portuguese. Two reviewers will independently screen and select studies using Rayyan, and disagreements will be resolved by consensus. Data will be extracted using a pilot-tested data extraction form and synthesized through descriptive statistics, thematic categorization, and narrative synthesis. The review will provide a comprehensive mapping of didactic strategies, types of authentic problems, and reported learning difficulties related to the derivative in engineering education. The findings are expected to inform instructional design and support the development of evidence-based teaching practices in calculus courses for engineering students.
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BibTeX
@article{illanes2026teaching,
title = {{Teaching and learning strategies for the derivative in engineering education: A scoping review protocol}},
author = {Maritza Katherine Galindo Illanes and Denise Deyanira Chamorro Manríquez and Cristian Herrera Valdés},
journal = {PLOS One},
year = {2026},
month = oct,
doi = {10.1371/journal.pone.0360253},
url = {https://doi.org/10.1371/journal.pone.0360253},
note = {CC BY},
}
RIS
TY - JOUR
TI - Teaching and learning strategies for the derivative in engineering education: A scoping review protocol
AU - Maritza Katherine Galindo Illanes
AU - Denise Deyanira Chamorro Manríquez
AU - Cristian Herrera Valdés
PY - 2026
DA - 2026/10/22
JO - PLOS One
DO - 10.1371/journal.pone.0360253
UR - https://doi.org/10.1371/journal.pone.0360253
AB - The derivative is a fundamental concept in engineering education, as it enables students to model and interpret phenomena related to rates of change, optimization, and the analysis of physical processes. However, its teaching in higher education often emphasizes decontextualized algebraic procedures, with limited integration of authentic engineering problems and interactive digital technologies. This protocol outlines a scoping review aimed at mapping the available evidence on teaching and learning strategies for the derivative in undergraduate engineering education that incorporate authentic engineering problems, with or without the support of digital technologies. The review will follow the methodological framework proposed by the JBI Manual for Evidence Synthesis and the reporting guidelines of PRISMA-ScR. The review is guided by the PCC framework: (P) undergraduate engineering students; (C) didactic strategies for teaching and learning the derivative grounded in authentic engineering problems, with or without the support of digital technologies; and (C) higher education engineering programs. Searches will be conducted in Scopus, Web of Science, ERIC, and SciELO for peer-reviewed publications published between 2000 and 2026 in English, Spanish, and Portuguese. Two reviewers will independently screen and select studies using Rayyan, and disagreements will be resolved by consensus. Data will be extracted using a pilot-tested data extraction form and synthesized through descriptive statistics, thematic categorization, and narrative synthesis. The review will provide a comprehensive mapping of didactic strategies, types of authentic problems, and reported learning difficulties related to the derivative in engineering education. The findings are expected to inform instructional design and support the development of evidence-based teaching practices in calculus courses for engineering students.
SN - 1932-6203
ER -