An exploration of Grade 12 learners' use of inappropriate algorithms in calculus

Abstract

This study was conducted with 29 Grade 12 learners who were studying calculus. The purpose was to explore how the learners responded to questions based on the derivative and why they did so. Data was collected from the written responses of the learners to two assessments carried out over a six-month period as well as interviews with four of the learners. It was found that learners made extensive use of inappropriate formulae, drawn from other sections of the curriculum The study recommends that teachers should not focus solely on how to carry out procedures, but they should also pay attention to why certain procedures are appropriate or not.