MEANINGFUL LEARNING IN CALCULUS TEACHING: THEORETICAL IMPLICATIONS FOR THE UNDERSTANDING OF THE CONCEPT OF DERIVATIVE

Considering the high failure rates in Differential and Integral Calculus courses in higher education, often associated with pedagogical practices centered on procedural memorization and repetitive exercise solving, it becomes necessary to discuss theoretical approaches that promote conceptual understanding. This article aims to discuss the foundations of the Theory of Meaningful Learning and to analyze its implications for the teaching of Differential and Integral Calculus, with emphasis on derivatives, mechanical learning, and assimilation processes. To this end, a theoretical study is conducted, characterized as a theoretical excerpt from a doctoral research developed by one of the authors, grounded mainly in the assumptions of Ausubel, Novak, and Hanesian, as well as contributions by Moreira. Thus, it is observed that meaningful learning, by prioritizing prior knowledge, hierarchical organization of concepts, and intentional pedagogical mediation, enables the overcoming of mechanistic practices and fosters conceptual understanding in Calculus teaching. The results indicate that pedagogical strategies aligned with this theory favor retention, transfer, and application of mathematical concepts in different contexts. It is concluded that the Theory of Meaningful Learning constitutes a consistent framework for re-signifying the teaching of Differential and Integral Calculus, contributing to more lasting, critical, and integrated learning in higher education.