Students’ misconceptions and difficulties with learning limits and the continuity of functions at selected Rwandan secondary schools

Abstract

This study investigates students’ difficulties and misconceptions with learning limits and explores the factors contributing to these misconceptions. The study used a mixed method approach, and the participants comprised 252 students and 21 teachers. Data collection methods included the Limits and Continuity of Functions Achievement Test, classroom observations, and focus group interviews. The study's findings revealed significant differences in the mean scores of the Limits and Continuity of Functions Achievement Test among different representations. It also identified that students' misconceptions stemmed from their limited exposure to active learning approaches and their tendency to rely on rote memorization. The study pointed out that teaching strategies, along with students' haste in providing responses, contributed to these misconceptions and learning difficulties. The fast-paced nature of teaching aimed at covering the syllabus requirements also played a role in creating knowledge gaps and reinforcing misconceptions. Through continuous professional development, this study recommends improving mathematics teachers’ content, pedagogical knowledge of teaching and learning limits, and continuity of functions.