The Profile of Students’ Learning Difficulties in Concepts Mastery in Calculus Course

Wewe, Melkior

doi:10.24042/djm.v3i2.6421

Cited by 7 publications

(7 citation statements)

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“…The purposes of using this type of instrument are to make the students reflect on their own learning processes and to make them aware of their learning difficulties (Elif et al, 2011;Zubaidah, 2016;Braund, 2017;Moshman, 2018, Veenman andVan Cleef, 2019;Hashemi et al, 2015;Lan and Ying, 2021;Vega et al, 2014;Wewe, 2020;Zambrano et al, 2019;Zengin, 2018).…”

Section: Metacognitive Questionnairesmentioning

confidence: 99%

Metacognitive Judgments in Learning the Derivative Concept Using the Virtual Lab Strategy

et al. 2022

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This study examined a classroom intervention through a virtual laboratory as a didactic strategy that was based on the understanding of the derivative concept applied to the problem of the tangent line. The PretestPosttest methodology was used to test if there are significant differences in the learning of the derivative concept, compared to the traditional teaching approach. The results indicate that a statistical analysis implies three categories in relation to competencies developed by the students: solution of equations, identification of terms, and conceptual questions. There was a difference in the variances of populations for the competence of solving equations, and the experimental group showed better performance in; the other two categories showed similar performance in both groups. Thus, we consider the proposed method as an alternative form of teaching the derivative concept. The metacognitive regulation strategies implemented by the students during the didactic intervention process were also identified.

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Section: Metacognitive Questionnairesmentioning

confidence: 99%

Metacognitive Judgments in Learning the Derivative Concept Using the Virtual Lab Strategy

et al. 2022

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“…Lack of concept mastery in science implied by weak learning achievement. Furthermore, students' understanding can be achieved in an instructional approach (Wewe, 2020).…”

Section: Problem Of Researchmentioning

confidence: 99%

Digital Storytelling Video to Analyze Students’ Concept Mastery and Creativity in Learning Food Additives Topic

Putri

Sanjaya

Eliyawati

2021

AJSE

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The students have learning difficulties in learning science because their concept mastery and creativity were low. Digital storytelling is good media for students who make their own story. The research was conducted to identify student’s concept mastery and creativity by digital storytelling video in learning food additives. The method used in this research is weak experiment. The sample of 36 students from private school in Cianjur, West Java. The students’ concept mastery was measured by objective test based on bloom taxonomy. Objective test contained of multiple choices. Data analysis was using SPSS. The student’s creativity is measured by Creative Product Semantic Scale (CPSS) rubric based on three dimensions such as novelty, resolution, elaboration and synthesis. The result of students’ concept mastery is N-Gain is 0.30 categorized as medium improvement. The results of students’ creativity are resolution is (54%), categorized as very low, revolution is (61%) categorized as medium. elaboration and synthesis is (66%) categorized as medium. Based on this result, Digital storytelling video can be utilized for students’ concept mastery and students’ creativity.

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“…Results of the study revealed that students had difficulty understanding basic calculus concepts, including absolute value, the limit theory, and the properties of the algebraic derivatives function (Wewe, 2020). Ruslimin (2019) echoed Wewe's findings when he conducted a study that examined the number of errors that the lowest performing students made related to second-semester calculus material in the Mathematics Education Study Program at the STKIP Muhammadiyah Enrekang.…”

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confidence: 96%

“…Niss (2003) distinguished eight competencies in mathematics: (1) mathematical thinking, (2) posing and solving mathematical problems, (3) modeling, (4) reasoning, (5) representing, (6) handling mathematical symbols and formulas, (7) communicating, and (8) using aids and tools. The mastery of concepts in calculus is thus important because it complements procedural mastery (the ability to handle mathematical symbols and formulas) and because it helps students understand and solve calculus problems, including real-life problems (Wewe, 2020). Yet research suggests that students have difficulties understanding concepts in basic calculus (Sofronas et al, 2011).…”

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confidence: 99%

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A Unique Experience Learning Calculus: Integrating Variation Theory with Problem-Based Learning

Pogorelova

2023

Journal of Research in Science, Mathematics and Technology Education

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The paper proposes a pedagogical approach to teaching and learning calculus differentiation formulas that synthesizes the principles of variation theory (VT) and bianshi in a problem-based learning (PBL) format. Unlike traditional approaches that view formulas procedurally, the paper adapts Steinbring’s (1989) distinction between “concept” and “symbol,” abstracting differentiation calculus formulas as “concept” (i.e., the meaning of the formula) and “symbol” (i.e., procedural knowledge about how to apply the formula). The paper then aligns this distinction with VT and bianshi pedagogies. While VT emphasizes more static elements of conceptual knowledge (e.g., highlighting the contrast between conceptual and non-conceptual features of the object of learning), bianshi broadens the concept of variation, offering more dynamic principles of variation through procedural variation (e.g., via the process of problem solving) (Gu et al., 2004). Combining VT and bianshi into a single pedagogical application yields an eight-step approach to teaching and learning calculus differentiation formulas.

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The Profile of Students’ Learning Difficulties in Concepts Mastery in Calculus Course

Cited by 7 publications

References 0 publications

Metacognitive Judgments in Learning the Derivative Concept Using the Virtual Lab Strategy

Metacognitive Judgments in Learning the Derivative Concept Using the Virtual Lab Strategy

Digital Storytelling Video to Analyze Students’ Concept Mastery and Creativity in Learning Food Additives Topic

A Unique Experience Learning Calculus: Integrating Variation Theory with Problem-Based Learning

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