Geometric error analysis in applied calculus problem solving

Usman, Ahmed Ibrahim

doi:10.30935/scimath/9502

Cited by 6 publications

(7 citation statements)

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“…Regarding mathematical concepts involving geometry, in van Hiele's theory, it has also been mentioned in Usman (2017) that there is a level of abstraction in which objects think of properties of a particular form intended to produce relationships between properties of that form. This becomes a reference that the process of thinking abstraction also exists for geometry even though it is not identical with concrete visualization.…”

Section: Knowledge In Function and Geometry To Solvementioning

confidence: 99%

“…the theory is not for the framework of this study, but Wagner and Sharp (2017) have stated that it will be relevant if the conceptual problem is geometric. Visual representation of a geometric shape is a clue to a pattern or characteristic that contains a concept, resulting in successful problem-solving will depend on the ability of the individual to identify how the components exist and complement each other (Usman, 2017). Unlike the concept of function, because Kop et al (2015) suggest that it cannot be accessed directly as a physical object but access to mathematical concepts can be obtained through representation.…”

Section: Knowledge In Function and Geometry To Solvementioning

confidence: 99%

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The Process of Conceptualization in Solving Geometric-Function Problems

Hutajulu

Perbowo

Alghadari

et al. 2022

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Functional analysis has been of interest and the thinking of students should be prepared. Analyzing the process of conceptualizing geometric function problem solving based on the dimensions of cognitive processes and knowledge was the purpose of this study. The subjects of this study were three students selected purposively from one of the secondary schools in Indonesia. Exploration of these studies with constant comparative techniques. The results of the data analysis show that the cognitive processes that operate and the knowledge applied by students focus on the conceptualization of algebraic representations. Based on the conceptualization process, students' conceptual systems are still fragmented because of the problem of the relationship between the concept and the basis of its relationship. As a result, procedural knowledge is more dominant.

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Section: Knowledge In Function and Geometry To Solvementioning

confidence: 99%

Section: Knowledge In Function and Geometry To Solvementioning

confidence: 99%

The Process of Conceptualization in Solving Geometric-Function Problems

Hutajulu

Perbowo

Alghadari

et al. 2022

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“…Most common among operational breakdown is inability to find the sum of two trigonometric fractions as well as clearing the resultant fraction. Moreover, learners find it hard to identify, recall, and use (Usman, 2012). The largest numbers of errors committed in integration are technical errors which were primarily attributed to the students' lack of mathematical content knowledge in trigonometry.…”

Section: Students' Learning Difficulties In Integration Formulasmentioning

confidence: 99%

“…An increasing number of investigations have shown that students have difficulties in understanding the concept of Integral Calculus Tall, 1993;Kiat, 2005;Metaxas, 2007;Yee & Lam, 2008;Mahir, 2009;Souto & Gomez-Chacon, 2011;Usman, 2012;Salazar, 2014;Zakaria & Salleh, 2015). The analysis of calculus performance of the students at the university, particularly in Integral Calculus topic was found to be low (Zakaria & Salleh, 2015).…”

Section: Introductionmentioning

confidence: 99%

Investigating Students’ Learning Difficulties in Integral Calculus

Ferrer

2016

PIJSS

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The study aims to investigate the students' learning difficulties in Integral Calculus, specifically in calculating integrals. The mixed methods research design was employed to gather quantitative data from the students' answers in the examination and collect qualitative data from them through open-ended interviews and scrutiny of their solutions. Findings of related previous investigations were documented to understand more the nature of the difficulties in the subject as experienced by others. Participants of the study were given the examination in indefinite integrals composed of items that require solely the use of integration formulas and items in which integration techniques should be applied. The quantitative data disclosed, after subjecting the index of difficulties to statistical treatment, that the learners have experienced the same level of difficulties in dealing with the two types of integrals. The qualitative data revealed, as viewed by the participants and as reflected in their solutions, that many of the errors pertain more to the learners' ability in trigonometric manipulation rather than with the integration per se. It was further concluded as highlighted from previous studies, that the learners' difficulties in

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“…Nevertheless, there is a growing body of research that suggests its extended use is imminent (Salleh & Zakaria, 2016;Usman, 2012;Mahir, 2009;Abdul Rahman, 2005).…”

Section: Introductionmentioning

confidence: 99%

Use of Maple Software to Reduce Student Teachers’ Errors in Differential Calculus

Sallah¹,

Joshua²,

Alex³

2021

African Journal of Mathematics and Statistics Studies

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The study was conducted on the use of Maple software to reduce student teachers’ errors in Differential Calculus at Evangelical Presbyterian College of Education, Volta Region - Ghana. The research design for the study was quasi-experimental non-equivalent control group design. Convenience and simple random sampling techniques were employed to obtain a sample of 104 student teachers, which comprised 53 student teachers in the control group and 51 in the experimental group. Test items were the instruments used for data gathering. Descriptive, paired samples t-test and independent samples t-test were used in analyzing data. Descriptive content error analysis revealed that student teachers committed many conceptual, procedural and technical errors when solving tasks in the differential calculus. The results also indicated that there was a statistically significant difference between student teachers’ of the experimental group exposed to the use of Maple software in learning differential calculus to control groups exposed to traditional methods. Consequently, it was recommended that Maple assisted instruction be incorporated in the teaching and learning of differential calculus in the school; and also there is the need for the mathematics teachers in the school to employ blended teaching approaches, in which Maple software are used simultaneously to enhance teaching of mathematics concepts.

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Geometric error analysis in applied calculus problem solving

Cited by 6 publications

References 0 publications

The Process of Conceptualization in Solving Geometric-Function Problems

The Process of Conceptualization in Solving Geometric-Function Problems

Investigating Students’ Learning Difficulties in Integral Calculus

Use of Maple Software to Reduce Student Teachers’ Errors in Differential Calculus

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