Misconceptions and Errors in Learning Integral Calculus

Autor/inn/en	Li, Voon Li; Julaihi, Nor Hazizah; Eng, Tang Howe
Titel	Misconceptions and Errors in Learning Integral Calculus
Quelle	In: Asian Journal of University Education, 13 (2017) 2, S.17-39 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1823-7797
Schlagwörter	Misconceptions; Calculus; Mathematics Instruction; Case Studies; Error Patterns; Computer Science Education; Mathematics Tests; Advanced Students; Mathematics Skills; Learning Problems; Difficulty Level; Undergraduate Students; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Missverständnis; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Fehlertyp; Computer science lessons; Informatikunterricht; Fortgeschrittener; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lernproblem; Schwierigkeitsgrad; Ausland
Abstract	The paper presents the results of a case study examining students' difficulties in the learning of integral calculus. It sought to address the misconceptions and errors that were encountered in the students' work solution. In quantitative study, the marks obtained by 147 students of Diploma in Computer Science in advanced calculus examinations were used as a measurement to evaluate the percentages of errors. Further, qualitative study examined the types of errors performed by 70 diploma students of the advanced calculus courses in their on-going assessments. The students encountered more difficulties in solving questions related to improper integrals for standard functions (63.1 percentages of errors). The three techniques of integration, namely by parts, trigonometric substitution and partial fraction with combined percentage errors of 42.8 also contributed to this. The types of conceptual errors discovered are symbolic, standard functions recognition, property of integral and technique determination. The procedural errors are due to the confusion between differentiation and integration process while the technical errors have foreseen the students struggling with poor mathematical skills and carelessness. The results will thus be useful to Mathematics educators who are keen in designing functional teaching and learning instruments to rectify the difficulties and misconceptions problems experienced by calculus students. (As Provided).
Anmerkungen	UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://education.uitm.edu.my/ajue/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01