The Impact of the Cognitive Conflict Approach on the Elimination of the Misconception in Square Root Numbers

Abstract

Although the mathematics community has long accepted the concept of limit as the foundation of modern Calculus, the concept of limit itself has been marginalized in undergraduate Calculus education. In this paper, I analyze the strategy of conceptual conflict to teach the concept of limit with the aid of an online tool -Desmos graphing calculator. I also provide examples of how to use the strategy of conceptual conflict. This graphing calculator provides an interactive, dynamic, and persuasive approach of teaching limit. I focus on applying the conceptual conflict idea to the concept of limit in the situation where x approaches infinity. This strategy can be applied to the limit of a function when x approaches a fixed number.

Elimination of Misconceptions about Percentages with the Cognitive Conflict Approach

“…Because 12 M transformed into LK in the posttest. According to Güveli et al (2022), lack of knowledge is better than misconception. Because the lack of knowledge can be corrected.…”

“…Because the students better structured their knowledge with the practices they did, the contradictions they saw, the rebuttal texts they read, and they were able to convert the correct answers that they were not sure of into "I'm sure" answers. Studies show that the CC method is effective in learning and increases learning success (Başer, 2006;Chow & David, 2013;Güveli et al, 2022;Herawaty & Rusdi, 2016;Toka & Aşkar, 2002).…”

“…However, the fact that the student is not sure of the answer suggests that the student needs a little more time to internalize the information. In the study of Güveli et al (2022), some misconceptions and lack of knowledge turned into a lack of confidence in the posttest. Similar results were found in this study as well.…”

“…Eliminating misconceptions is a difficult task. Studies show that misconceptions decrease but do not completely disappear (Chan, Burtis, & Bereiter, 1997;Güveli et al, 2022;Sumarna & Yulistiana, 2016). Efforts should be made not to eliminate misconceptions, but to prevent misconceptions from occurring.…”

“…4) It should be motivating and 5) it should be easy to use. Güveli, Baki and Güveli (2022) conducted a study investigating the effect of the 5-step CC approach (CCA) on eliminating misconceptions in rooted numbers. This study caused some transformations between categories (scientific knowledge, misconception, lack of knowledge and lack of confidence).…”