Abstract

This study develops and pilots a teaching process using real-world situations to enhance students’ ability to identify mathematical problems when learning line and surface integrals. A one-group pretest–posttest design was implemented with 33 students at Nha Trang University. The mean score increased from 5.63 to 8.82 out of 12, with improvements observed across all six assessment criteria. These preliminary findings suggest that the proposed teaching process may help students translate real-world situations into mathematical problems. However, further studies involving control groups are required to verify its effectiveness.

Keywords: Line and surface integrals, mathematical problem identification, real-world situations.