Testing GeoGebra as an effective tool to improve the understanding of the concept of limit on engineering students

Maravillas, J C Aréchiga; Díaz, Santiago Arceo; Salazar-Torres, J; Andrade, D. A.

doi:10.1088/1742-6596/1408/1/012008

Cited by 3 publications

(9 citation statements)

References 2 publications

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“…The study of calculus is one of the most fundamental topics in mathematics due to its widespread application in multidisciplinary fields. It is an essential tool employed in the pursuit of biological sciences, physical sciences, engineering and economics [1][2][3], within it, the concept of limit is considered fundamental to calculus [4,5,6]. The concept of limit is also important to define the concept of derivative, integral, and convergence or divergence [5].…”

Section: Introductionmentioning

confidence: 99%

“…Despite its importance, limits concepts have been historically difficult for introductory calculus student [7,5,8] (Gürbüz & Agsu, 2018;Muzangwa & Chifamba,2012; Tall,1992) as they cannot elucidate the role of limit in providing the algebraic definition of derivative and definite integral as limit of sum [1,9] (Hankioniemi, 2006). The epistemological obstacles that students encountered in teaching and learning of limits were, "Confusion over whether a limit is actually reached, dynamism of limits and static character of limits" [10].…”

Section: Introductionmentioning

confidence: 99%

“…The incomplete understanding of limit may attribute to the conventional teaching and learning approaches that focuses more on instrumental understanding than relational understanding [11] resulting in viewing the limit concept on its own without any connection to differential and integral calculus. Aréchiga Maravillas et al, [1] also asserted that students could mechanically calculate the limit but failed to manifest its underlying conceptual understanding.…”

Section: Introductionmentioning

confidence: 99%

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Investigation into Grade XI Students’ Misconception about the Limit Concept: A Case Study at Samtse Higher Secondary School in Bhutan

Kado

2021

AJESS

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In the study of calculus, the concept of limit of function occupies a central role as it is important instruments used in the study of the theory of rate of change, continuity, integral calculus, and differential calculus. Despite its significance, the secondary students hold the inadequate understanding of the limit concepts, more over their concept image of the limit function deviated from the concept definition resulting in the misconception. This study aims to identify the misconception in the limit of function and possible causes of misconceptions. This study was done in two phases, a concept test based on limit of function was administered to all 25 students of Samtse Higher Secondary School. Subsequently, based on the errors and misconception demonstrated by students from the concept test, five students were purposively selected and interviewed to corroborate the finding from concept test to confirm the existence of misconception and its causes. Data from the transcripts, capturing essential and relevant bits of student's responses to each question, was collected. The data were analyzed and result of the study can be described as follows; it was found that learners only think of the manipulative aspect when solving problems on limits and not of the limit concept, confusion over the concept of the limit and value of function, and ambiguity regarding the formal definition of the limit of function. The possible cause of the misconceptions can be attributed to instrumental learning and lack of the sound knowledge in algebra which is cornerstone to understand the limit concept.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Investigation into Grade XI Students’ Misconception about the Limit Concept: A Case Study at Samtse Higher Secondary School in Bhutan

Kado

2021

AJESS

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“…The study of calculus is one of the most fundamental topics in mathematics due to its widespread application in multidisciplinary fields. Calculus is an essential tool employed in the pursuit of biological sciences, physical sciences, engineering, and economics (Aréchiga Maravillas et al, 2019;Mendezabal & Tindowen, 2018;Sari,2017), and within it, the concept of limit is considered fundamental to calculus (Denbel, 2014;Hutkemri, 2014;Zollman, 2016). Indeed, the concept of limit is a prerequisite in defining the concept of derivative and integral calculus (Denbel, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Despite its importance, limited concepts have been historically difficult for introductory calculus students (Cappetta & Zollman, 2013;Denbel, 2014;Gürbüz & Agsu, 2018;Liang, 2016;Muzangwa & Chifamba, 2012;Tall, 1992). For example, they cannot elucidate the role of limit in providing the algebraic definition of derivative and definite integral as the limit of sum (Aréchiga Maravillas et al, 2019;Orton, 1983). The epistemological obstacles that students encountered in teaching and learning of limits were, "Confusion over whether a limit is reached, the dynamism of limits and static character of limits" (Thabane, 1998, p.16).…”

Section: Introductionmentioning

confidence: 99%

Impact of GeoGebra on the Students’ Conceptual

Kado

2021

IJAE.j.asia.edu

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The paradigm shift from traditional didactic instruction to technology-enriched teaching and learning environments significantly benefits learners. Educational technology can visualize abstract mathematical concepts contextually and graphically and allow learners to actively construct this knowledge. This study aims to ascertain the efficacy of a computer-assisted instruction method using GeoGebra in further developing the concept of the function limit for grade XI students. This study employed a quasi-experiment static-group comparison design with 60 students from Gongzim Ugyen Dorji Central School at Haa in Bhutan. The students were divided into two equal groups. Group ‘A’ used the GeoGebra software, while group ‘B’ used the conventional method to learn the limit of the function. The data was collected through a Conceptual Knowledge Test of Limit Function. In addition, an independent sample t-test was employed using the Statistical Package for the Social Sciences (SPSS 22.0). This study demonstrated that students who were taught using GeoGebra outperformed those who learned through conventional methods. The results confirmed that GeoGebra software could enhance and significantly improve students’ conceptual understanding of the limit of the function.

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Using Geogebra in Teaching Plane Vector

Wijaya

2020

J. of Innovative Math. Learn.

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The study of geometry knowledge is an important component of high school mathematics. Plane geometry is the main thread that runs through high school geometry knowledge. Vector learning is the focus and difficulty of plane geometry. When students encounter a new knowledge, it will be difficult to overcome it, and it is difficult to form a new logical system in their minds. Therefore, when students learn the content of vectors, they will have cognitive conflicts at different levels of thinking. The calculation from planar geometry to directed line segments needs a transition. It is difficult to understand the concept and nature of vectors without the help of teachers. This study attempts to guide the application of Geogebra software in teaching plane vector by using Van Hill Theory to intuitively display abstract geometric knowledge, and guide students to perform dynamic operations and deductive reasoning , Gradually help students transition from point to surface to vector operation, improve classroom teaching efficiency, and thereby optimize geometry teaching, in order to provide some reference for front-line teachers.

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Testing GeoGebra as an effective tool to improve the understanding of the concept of limit on engineering students

Cited by 3 publications

References 2 publications

Investigation into Grade XI Students’ Misconception about the Limit Concept: A Case Study at Samtse Higher Secondary School in Bhutan

Investigation into Grade XI Students’ Misconception about the Limit Concept: A Case Study at Samtse Higher Secondary School in Bhutan

Impact of GeoGebra on the Students’ Conceptual

Using Geogebra in Teaching Plane Vector

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