Misconceptions emerging in mathematics student teachers’ limit instruction and their reflections

Kula, Semiha; Güzel, Esra Bukova

doi:10.1007/s11135-013-9961-y

Cited by 12 publications

(14 citation statements)

References 14 publications

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“…This will build a misconception on the students. This will interfere with the development of further side conceptual understanding [12] [13].…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

Misconceptions of the Students with High Mathematical Creative Thinking Level in Solving the Geometric Shapes Problems

Rafiah¹,

Ekawati²

2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

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Abstract-Studentsare frequently wrong in understanding a certain concept or material in learning mathematics or termed as misconceptions. Misconceptions do not occur only at students with low mathematics skills or low levels of mathematical creative thinking, but also for students with high mathematical creative thinking. Therefore, it is important to describe the misconception of students' high mathematical creative thinking in solving the problems, especially geometric shapes problems because that is often overlooked. This research employed a qualitative approach and the data were presented descriptively. The study was conducted in SDI Surya Buana Malang in academic year 2015/2016. Four students from Class VI who fulfilled high mathematical creative thinking level were selected as the research subjects. Students with high mathematical creative thinking is students who have the problem solving skills in fluency, flexibility, and originality. The findings showed that the students with high mathematical creative thinking level had misconceptions in determining of the size of the parallelogram, determining of the perimeter of the combined shapes, and understanding the concept of square and rhombus.

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“…This will build a misconception on the students. This will interfere with the development of further side conceptual understanding [12] [13].…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

Misconceptions of the Students with High Mathematical Creative Thinking Level in Solving the Geometric Shapes Problems

Rafiah¹,

Ekawati²

2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

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“…Mistakes in interpreting mathematical concepts are often called misconceptions [2] Misconception was referred to a concept that was not followed by a scientific understanding or expert agreement in the field [3]. Furthermore, [4] and [5] defined misconception as a cognitive structure in the form of a strong understanding that was different fro m what should be according to scientific princip les in general. Besides, it would disturbed the acceptance of new understandings.…”

Section: Introductionmentioning

confidence: 99%

“…Besides, it would disturbed the acceptance of new understandings. Misconceptions in understanding mathematical concepts have been found in many studies [5], [6], [15], [16], [7]- [14].…”

Section: Introductionmentioning

confidence: 99%

“…Early detection related to misconceptions could facilitate teachers to provide appropriate learning instructions. Limit concept underlay all concepts in calculus, thus it made limit become extremely fundamental in this learn ing [5]. If not properly being prepared, then limit concept could be difficult to be understood in calcu lus [24].…”

Section: Introductionmentioning

confidence: 99%

“…Specifically, a misconception about the limit concept has been carried out by [5] for secondary school level. They also exp lained how cognitive style affects the misconceptions.…”

Section: Introductionmentioning

confidence: 99%

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Investigation into First-Year College Students' Misconceptions about Limit Concept: A Case Study Based on Cognitive Style

Kamid¹,

Anwar²,

Syaiful³

et al. 2020

ujer

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The cognitive style has an important role in determining the characteristics of students on the conceptualizat ion. One o f the two types of cognitive styles are field independent (FI) and field dependent (FD). The purpose of this study was to identify the fo rm of conceptual misconceptions about limit and their causes. This type of research is a case study. The data was obtained through interviews based on the conceptual problem-solving tasks. Correspondents used in this study were fro m first-year college students (95 people) who were studied at Universitas Jambi. The results showed that (1) FI forms of students' misconceptions, namely: misconceptions about interpreting the concept of function limit and function conditions which have limits, such as: left limit and right limit. This problem occurred due to incomp lete reasoning and wrong intuition. The other result of this research was to obtain (2) FD forms of students' misconception, namely, (a) misconceptions about prerequisite material: drawing graphs of functions, misconceptions about determining the domain of a function, misconceptions about definit ions and forms of function notations, misconceptions about determining function values on function graphs (b) misconceptions about the concept of limits: misconceptions about interpreting the concept of limits in a function, the function requirements (left limit, right limit) and misconceptions about understanding the meaning which is close to the limit function (limit-x) approaching infinity.

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Individual Concepts in Physics and Mathematics Education

Vu¹,

Biên²,

Kraus³

et al. 2020

MINTUS – Beiträge Zur Mathematisch-Naturwissenschaftlichen Bildung

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Misconceptions emerging in mathematics student teachers’ limit instruction and their reflections

Cited by 12 publications

References 14 publications

Misconceptions of the Students with High Mathematical Creative Thinking Level in Solving the Geometric Shapes Problems

Misconceptions of the Students with High Mathematical Creative Thinking Level in Solving the Geometric Shapes Problems

Investigation into First-Year College Students' Misconceptions about Limit Concept: A Case Study Based on Cognitive Style

Individual Concepts in Physics and Mathematics Education

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