EventsThe 1st International Online Conference on Technologies
Published
This submission belongs to the session S1. Information and Communication Technologies of the event The 1st International Online Conference on Technologies
Published date
06 Nov, 2026
Academic Editor
author-avatarFei Yu
Citation
Thiago Ferro Oliveira, Juliana Roberta Theodoro de Lima, Victor Hugo de Souza Ramos, Open Source Widgets for Calculus Instruction: Design and Implementation of a Colab Framework, in Proceedings of The 1st International Online Conference on Technologies, 11 November–13 November 2026, MDPI: Basel, Switzerland
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Open Source Widgets for Calculus Instruction: Design and Implementation of a Colab Framework

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Victor Hugo de Souza Ramos 2
1. Engineering and Agricultural Sciences Campus, Alagoas Federal University, Rio Largo, CEP 57100, Brazil
2. Institute of Mathematics, Alagoas Federal University, Maceió, 57072, Brazil
Abstract

Interactive mathematics software is abundant, yet most of what reaches an undergraduate Calculus classroom requires local installation, depends on a commercial license, or exposes a closed interface that neither student nor instructor can inspect. This work describes an open-source artifact that runs entirely in Google Colab and needs nothing beyond a browser. The contribution is architectural rather than mathematical. Standard SymPy and Matplotlib routines are placed behind a parameterized widget layer whose source remains readable and editable, so an instructor can rewrite an example for a specific syllabus instead of working around a fixed applet. Three modules are implemented, covering indefinite integration, curves in polar coordinates, and Taylor polynomial approximation. The integration module falls back to numerical quadrature when no elementary antiderivative exists, identifies the special functions involved, and locates singularities symbolically, so that antiderivatives are drawn piecewise instead of being connected across poles, a failure mode common in tools that sample the function blindly. Students change parameters through widgets, which keeps syntax errors and debugging out of the mathematical activity. We treat the reduction of extraneous load, in the sense of cognitive load theory, as the rationale behind that design decision and not as a demonstrated outcome. The present stage covers design and implementation only, and no classroom trial, usability study or student feedback has been collected. Validation is the next step and will consist of a pilot in an introductory Calculus class, comparing performance on a set of standard exercises and self-reported effort against instruction without the tool. For institutions with no license budget or unreliable equipment, the environment can be adopted and adapted locally at no cost, which is the practical argument for building it this way rather than around commercial software.  

Keywords
Constructivism
Metacognition
Autonomy
Asynchronous
Motivation
Equity
Usability
Simulation
Reproducibility
Affordance
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