Students as Prospective Teachers’ Understanding of Integral Based on the APOS Theory in Terms of Gender Difference

Abstract

The present qualitative study aims to describe the understanding of integral by college students as prospective teachers based on the APOS theory with regard to gender differences. The research subjects were one female student (FS) and one male student (MS). The data were collected through assignments on integral and interviews. The results of data analysis showed that at the actions stage, FS and MS solved the integral problem procedurally. In the processes stage, FS explained the step of determining the area using a definite integral by installing the boundaries taken from the given equation. On the other hand, MS used a definite integral while still paying attention to the influence of the area on the x-axis. In the objects stage, both subjects showed some integral relationships as the totality of the process based on integral characteristics. At the schemes stage, the coherence of the two subjects' schemes was different.