Framing the Fundamental Theorem of Calculus Through Physics-Based Quantities

TL;DR

This paper proposes a physics-inspired framing of the Fundamental Theorem of Calculus to improve student understanding by emphasizing quantities like change and accumulation common to both calculus and physics.

Contribution

It introduces a unified teaching approach focusing on quantities and Riemann sums, bridging calculus and physics concepts for better student comprehension.

Findings

Enhanced student understanding of calculus-physics connections

Unified vocabulary improves interdisciplinary learning

Focus on Riemann sums clarifies conceptual foundations

Abstract

There is a substantial curricular overlap between calculus and physics, yet introductory physics students often struggle to connect the two. We introduce a quantity-based framing of the Fundamental Theorem of Calculus (FTC) to help unify learning across both disciplines. We propose a consistent approach to teaching definite integrals, including shared vocabulary and symbolism, to help students recognize how concepts like change, rate, and accumulation show up in both calculus and physics. We argue that the typical interpretation of the FTC in calculus, focusing on antiderivatives in closed form, doesn't align well with how physicists use or conceptualize integration. We advocate for an additional focus on Riemann sums and the underlying ideas of change, rate, products, and accumulation, which are fundamental in both fields. This approach can help students build a deeper, more coherent understanding of both mathematics and physics quantity. By aligning learning objectives across the disciplines, we argue that students can develop a stronger understanding of foundational mathematical principles.