An example of cognitive obstacles in advanced integration: the case of scalar line integrals

Abstract

Cognitive obstacles that arise in the teaching and learning of scalar line integrals, derived from cognitive aids provided to students when first learning about integration of single variable functions are described. A discussion of how and why the obstacles cause students problems is presented and possible strategies to overcome the obstacles are outlined.

Keywords:

• cognitive obstacle
• integration
• line integral
• area under the curve

Acknowledgements

The author thanks Scott W. McCue for a number of useful discussions related to this work.