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

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dc.contributor.authorBansilal, S.
dc.contributor.authorPillay, E.
dc.contributor.otherCentral University of Technology, Free State, Bloemfontein
dc.date.accessioned2015-10-05T11:52:12Z
dc.date.available2015-10-05T11:52:12Z
dc.date.issued2014
dc.date.issued2014
dc.descriptionPublished Articleen_US
dc.description.abstractThis 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.en_US
dc.format.extent121 910 bytes, 1 file
dc.format.mimetypeApplication/PDF
dc.identifier.issn16844998
dc.identifier.urihttp://hdl.handle.net/11462/657
dc.language.isoen_USen_US
dc.publisherJournal for New Generation Sciences, Vol 12, Issue 2: Central University of Technology, Free State, Bloemfontein
dc.relation.ispartofseriesJournal for New Generation Sciences;Vol 12, Issue 2
dc.rights.holderCentral University of Technology, Free State, Bloemfontein
dc.subjectAffiliation: Bansilal, S. - University of KwaZulu-Natalen_US
dc.subjectAffiliation: Pillay, E. - University of KwaZulu-Natalen_US
dc.subjectCalculusen_US
dc.subjectDerivativeen_US
dc.subjectQualitative studyen_US
dc.subjectMathematicsen_US
dc.subjectMisconceptionsen_US
dc.titleAn exploration of Grade 12 learners' use of inappropriate algorithms in calculusen_US
dc.typeArticleen_US

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