Didactic Strategies for Teaching Solids of Revolution in the Calculus II Course at Fidélitas University

Abstract

This article analyzes the effectiveness of different didactic strategies supported by digital resources for teaching the topic of solids of revolution in the Calculus II course at the Universidad Fidélitas. A qualitative-descriptive approach study was developed, whose objective was to interpret the students’ perceptions regarding the use of educational videos, synchronous sessions, portfolios, supplementary materials and technological tools such as Moodle and Microsoft Teams. The information was obtained through a survey with open and closed questions, portfolio review and observation of student performance during classes. The content analysis allowed us to identify categories related to the usefulness of the videos, the contribution of collaborative work and the importance of having additional materials for the course. The results show a positive evaluation of the resources implemented, highlighting the role of the videos in reinforcing the understanding of the disc method. It is concluded that the integration of digital resources, teaching support and collaborative activities strengthens autonomous learning, favors the visualization of abstract concepts and contributes to improve the educational experience in university calculus courses.