Misconception in Calculus-I: Engineering students’ misconceptions in the process of finding domain of functions

Özkan, Erdoğan Mehmet; Unal, Hasan

doi:10.1016/j.sbspro.2009.01.317

Cited by 7 publications

(5 citation statements)

References 2 publications

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“…of domain and range function. The studies reported that a large majority of students have difficulty in determining the domain of multivariable functions (Martínez-Planell & Gaisman, 2012), the domain of a composite function (Neger & Frame, 2005;Özkan & Ünal, 2009), and the domain of square root function (Drlik, 2015). Also, even though students are taught the way how to determine the domain and range of a function, they encounter difficulty when dealing with various types of problems.…”

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confidence: 99%

“…Through a review of the literature, there are several studies conducted to investigate students understanding of the concept of domain and range function. Most of the previous studies in the same field concentrated solely on single external representation, such as graphical representation (Cho & Moore-Russo, 2014;Cho, 2013;Martínez-Planell, Gaisman, & McGee, 2015) or symbolic representation (Dorko & Weber, 2014;Özkan & Ünal, 2009). However, a study concerning the flexibility of external representations of domain and range of functions is not yet investigated.…”

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confidence: 99%

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External Representation Flexibility of Domain and Range of Function

Aziz

Kurniasih

2019

J. Math. Educ.

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This study attempts to analyze pre-service secondary mathematics teachers’ flexibility of external representations of domain and range of functions. To reach the purpose, a task consisted of thirty question items were designed. Participants of the study were thirty-eight Indonesian pre-service secondary mathematics teachers attending mathematics education department at one private university in Jakarta, Indonesia. Based on the analysis participants written responses, this paper revealed participants’ difficulties in providing a proper and consistent definition of the concept of domain and range of functions. We also disclosed the participants’ lack of flexibility in doing translation among representations under the concept of domain and range of function. In general, participants written responses to the task did not provide evidence of a solid understanding of domain and range. There are several implications of these findings offered for secondary mathematics teacher education’s program.

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External Representation Flexibility of Domain and Range of Function

Aziz

Kurniasih

2019

J. Math. Educ.

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“…Students experienced difficulty in doing the geometric interpretation of derivative and they had misconception by thinking the distance (Ferrini-Mundy & Graham, 1991;Ubuz, 2001), 4. The misconception rooted from thinking the derivative of the function as the derivative at a specific point (Amit & Vinner, 1990;Orton, 1980;Özkan & Ünal, 2009;Ubuz, 2007), 5. They have misconception rooted from not knowing the general derivative rules (Gür & Barak, 2007), 6.…”

Section: Discussionmentioning

confidence: 99%

“…When examine of literature show that there are several studies investigate of misconceptions toward derivative subject (Aksoy, 2007;Amit & Vinner, 1990;Bezuidenhout, 1998;Bingölbali, 2010;Gür & Barak, 2007;Ferrini-Mundy & Graham, 1991;Hӓhkiöniemi, 2005;Orton, 1980;1983;Özkan & Ünal, 2009;Ubuz, 2001;. Seen these studies that students have got misconceptions such as given derivative function of derivative in a point, considered as if derivative function of tangent equations, given tangent equations of derivative in a point.…”

Section: Derivativementioning

confidence: 99%

Relieving of Misconceptions of Derivative Concept with Derive

Kaplan¹,

Öztürk²,

Öçal³

2014

IJRES

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The purpose of this study is to determine students' learning levels in derivative subjects and their misconceptions. In addition, this study aims to compared to the effects of the computer based instruction and traditional instruction in resolving these misconceptions. For this purpose, 12th grade 70 students were chosen from high schools in Ağrı city with simple random sampling method. With the pre-test results, the misconceptions were determined and these misconceptions were tried to be relieving in two groups of students with computer based instruction and traditional instruction, separately. The result of the study showed that both the computer based instruction by using Derive software and traditional instruction methods were effective in resolving misconceptions that students constructed. However, it was found that the computer based instruction was more effective than traditional in relieving them.

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“…Reviewing the literature reveals that there are a wide range of studies that focus on the different challenges regarding the subject of derivatives (e.g. Hӓhkiöniemi, 2005;Gür & Barak, 2007;Aksoy, 2007;Özkan & Ünal, 2009;and Bingölbali, 2010). Research in this domain has shown that students do not have a proper understanding of the concept of derivative and have many problems with it (Roundy et al, 2015;Pino-Fan et al 2018).…”

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confidence: 99%

A New Tool for Assessing the Understanding of Calculus by Relying on Relational and Instrumental Understanding

Moosavi

Tehranian

Doostie

et al. 2022

ESXXI

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The changes in high school mathematics books in recent years have led to some changes in the concept of calculus, and majority of learners used to work hard on memorizing rather than understanding. In the early years after entering university, they will be challenged by the same concepts and their application in other sciences. Review of the previous studies have shown that no research instrument has been developed to address such challenges till now. Then, the researchers of the study developed and standardized an instrument. The population consisted of all first-year undergraduate students of engineering and basic sciences fields from of University in Tehran. Using purposeful sampling technique, 162 male and female students were selected. All of them selected had passed the course of calculus 1. The researchers considered some factors and developed an instrument and finally validated it based on those components. Moreover, since there were no available tools to measure the derivative’s relational and instrumental understanding, some questions regarding the concept of derivative definition were designed and added to the end of the questionnaire. Finally, after the investigations conducted through exploratory factor analysis, a research instrument was developed and introduced to measure the understanding of the concept of derivative and its instrumental and relational understanding. Los cambios en los libros de matemáticas de la escuela secundaria en los últimos años han llevado a algunos cambios en el concepto de cálculo, y la mayoría de los estudiantes solían trabajar duro para memorizar en lugar de comprender. En los primeros años después de ingresar a la universidad, serán desafiados por los mismos conceptos y su aplicación en otras ciencias. La revisión de los estudios anteriores ha demostrado que hasta ahora no se ha desarrollado ningún instrumento de investigación para abordar tales desafíos. Luego, los investigadores del estudio desarrollaron y estandarizaron un instrumento. La población estaba compuesta por todos los estudiantes de primer año de pregrado de ingeniería y ciencias básicas de la Universidad de Teherán. Usando una técnica de muestreo intencional, se seleccionaron 162 estudiantes varones y mujeres. Todos los seleccionados habían pasado el curso de cálculo 1. Los investigadores consideraron algunos factores y desarrollaron un instrumento y finalmente lo validaron con base en esos componentes. Además, dado que no había herramientas disponibles para medir la comprensión relacional e instrumental de la derivada, se diseñaron y agregaron algunas preguntas sobre el concepto de definición de derivada al final del cuestionario. Finalmente, después de las investigaciones realizadas a través del análisis factorial exploratorio, se desarrolló e introdujo un instrumento de investigación para medir la comprensión del concepto de derivada y su comprensión instrumental y relacional.

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Misconception in Calculus-I: Engineering students’ misconceptions in the process of finding domain of functions

Cited by 7 publications

References 2 publications

External Representation Flexibility of Domain and Range of Function

External Representation Flexibility of Domain and Range of Function

Relieving of Misconceptions of Derivative Concept with Derive

A New Tool for Assessing the Understanding of Calculus by Relying on Relational and Instrumental Understanding

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