The REACT strategy to implement contextual teaching and learning definite integrals for economics students

Abstract

Abstract: This article aims to propose the REACT strategy, including five integrated learning forms, to teach definite integrals for economics students. In the article, we (1) present the conception of contextual teaching and learning in mathematics; (2) analyse survey results of 133 economics students by tests, the results show that most of these students did not really understand the nature and characteristics of definite integrals; relations between areas, derivatives, and definite integrals; furthermore, they had much difficulties when solving some problems with definite integrals in different contexts of life and career and (3) propose the REACT strategy to implement contextual teaching and learning definite integrals for economics students.