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

Pillay, E.; Bansilal, S.

dc.contributor.author	Bansilal, S.
dc.contributor.author	Pillay, E.
dc.contributor.other	Central University of Technology, Free State, Bloemfontein
dc.date.accessioned	2015-10-05T11:52:12Z
dc.date.available	2015-10-05T11:52:12Z
dc.date.issued	2014
dc.date.issued	2014
dc.identifier.issn	16844998
dc.identifier.uri	http://hdl.handle.net/11462/657
dc.description	Published Article	en_US
dc.description.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.	en_US
dc.format.extent	121 910 bytes, 1 file
dc.format.mimetype	Application/PDF
dc.language.iso	en_US	en_US
dc.publisher	Journal for New Generation Sciences, Vol 12, Issue 2: Central University of Technology, Free State, Bloemfontein
dc.relation.ispartofseries	Journal for New Generation Sciences;Vol 12, Issue 2
dc.subject	Affiliation: Bansilal, S. - University of KwaZulu-Natal	en_US
dc.subject	Affiliation: Pillay, E. - University of KwaZulu-Natal	en_US
dc.subject	Calculus	en_US
dc.subject	Derivative	en_US
dc.subject	Qualitative study	en_US
dc.subject	Mathematics	en_US
dc.subject	Misconceptions	en_US
dc.title	An exploration of Grade 12 learners' use of inappropriate algorithms in calculus	en_US
dc.type	Article	en_US
dc.rights.holder	Central University of Technology, Free State, Bloemfontein