A learning theory approach to students' misconceptions in calculus

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dc.contributor.advisorEnsor, Paulaen_ZA
dc.contributor.advisorWebb, Johnen_ZA
dc.contributor.authorBowie, Lynn Heatheren_ZA
dc.date.accessioned2014-11-11T12:55:52Z
dc.date.available2014-11-11T12:55:52Z
dc.date.issued1998en_ZA
dc.descriptionBibliography: leaves 129-138.en_ZA
dc.description.abstractThis study analyses students' errors in calculus through the lens of learning theories. The subjects in this study were 117 students enrolled in a calculus course for students from disadvantaged educational backgrounds at the University of Cape Town. A coding scheme to categorise the errors that these students made in the final examination was developed. This categorisation was supported by error data generated through the administration of a conceptual test and follow-up interviews. The pattern of errors in the coding scheme suggests that the students' perception of algebra is largely that of a "game of letters". As a result of this their construction of calculus knowledge is based on the rehearsal of algorithmic procedures. Their errors indicate that they develop linking and extending mechanisms to deal with the multiplicity of rules that are generated from this process of rehearsal.en_ZA
dc.identifier.apacitationBowie, L. H. (1998). <i>A learning theory approach to students' misconceptions in calculus</i>. (Thesis). University of Cape Town ,Faculty of Science ,Department of Mathematics and Applied Mathematics. Retrieved from http://hdl.handle.net/11427/9556en_ZA
dc.identifier.chicagocitationBowie, Lynn Heather. <i>"A learning theory approach to students' misconceptions in calculus."</i> Thesis., University of Cape Town ,Faculty of Science ,Department of Mathematics and Applied Mathematics, 1998. http://hdl.handle.net/11427/9556en_ZA
dc.identifier.citationBowie, L. 1998. A learning theory approach to students' misconceptions in calculus. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Bowie, Lynn Heather AB - This study analyses students' errors in calculus through the lens of learning theories. The subjects in this study were 117 students enrolled in a calculus course for students from disadvantaged educational backgrounds at the University of Cape Town. A coding scheme to categorise the errors that these students made in the final examination was developed. This categorisation was supported by error data generated through the administration of a conceptual test and follow-up interviews. The pattern of errors in the coding scheme suggests that the students' perception of algebra is largely that of a "game of letters". As a result of this their construction of calculus knowledge is based on the rehearsal of algorithmic procedures. Their errors indicate that they develop linking and extending mechanisms to deal with the multiplicity of rules that are generated from this process of rehearsal. DA - 1998 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1998 T1 - A learning theory approach to students' misconceptions in calculus TI - A learning theory approach to students' misconceptions in calculus UR - http://hdl.handle.net/11427/9556 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9556
dc.identifier.vancouvercitationBowie LH. A learning theory approach to students' misconceptions in calculus. [Thesis]. University of Cape Town ,Faculty of Science ,Department of Mathematics and Applied Mathematics, 1998 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/9556en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Mathematics and Applied Mathematicsen_ZA
dc.publisher.facultyFaculty of Scienceen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherMathematicsen_ZA
dc.titleA learning theory approach to students' misconceptions in calculusen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMScen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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