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Overcoming difficulties and misconce...

Rabadi, Nazar.

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Overcoming difficulties and misconceptions in calculus.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Overcoming difficulties and misconceptions in calculus./
作者:	Rabadi, Nazar.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	226 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3683397
ISBN:	9781321575231

Overcoming difficulties and misconceptions in calculus.
Rabadi, Nazar.

Overcoming difficulties and misconceptions in calculus. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 226 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2015.

Calculus has long been a hurdle for students. There are common misconceptions and difficulties that students encounter in a calculus course. Misconceptions and difficulties in the concepts of functions, limits, continuity, and derivatives were identified through existing literature. Based on the theoretical framework, a collection of problems was created to help students overcome their misconceptions and difficulties with these four concepts. This study examined the effect of teaching using the collection of problems. Seniors (n=21) in a large suburban high school AP Calculus AB course were chosen to be the subjects for the study.

ISBN: 9781321575231Subjects--Topical Terms:

641129
Mathematics education.

Overcoming difficulties and misconceptions in calculus.
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520 $a Calculus has long been a hurdle for students. There are common misconceptions and difficulties that students encounter in a calculus course. Misconceptions and difficulties in the concepts of functions, limits, continuity, and derivatives were identified through existing literature. Based on the theoretical framework, a collection of problems was created to help students overcome their misconceptions and difficulties with these four concepts. This study examined the effect of teaching using the collection of problems. Seniors (n=21) in a large suburban high school AP Calculus AB course were chosen to be the subjects for the study.
520 $a The subjects took a pretest that consisted of 15 AP Calculus AB multiple-choice problems and two free-response problems. These students were given a collection of problems in the form of a book (this book was referred to as the "blue book"). After six weeks of working on the "blue book," these 21 students took a posttest with 15 AP Calculus AB multiple-choice questions and two free response questions.
520 $a A t-test was performed on the difference between the posttest and the pretest for the multiple-choice section, free response section, and both sections as a total. The t-test showed that the students performed significantly higher on all three sections.
520 $a Students' work on the free response was analyzed to determine which difficulties students had before the incorporation of the "blue book" and if this was no longer the case after working on the "blue book." Students showed improvement in their difficulties and misconceptions, and found the collection of problems helpful in overcoming their difficulties and misconceptions.
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