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A learning theory approach to students' misconceptions in calculus
Bibliography: leaves 129-138.
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| Main Author: | |
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
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Department of Mathematics and Applied Mathematics
2014
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| _version_ | 1867614402960687104 |
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| access_status_str | Open Access |
| author | Bowie, Lynn Heather |
| author2 | Ensor, Paula |
| author_browse | Bowie, Lynn Heather Ensor, Paula |
| author_facet | Ensor, Paula Bowie, Lynn Heather |
| author_sort | Bowie, Lynn Heather |
| collection | Thesis |
| description | Bibliography: leaves 129-138. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/9556 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:51:29.054Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | Department of Mathematics and Applied Mathematics |
| publisherStr | Department of Mathematics and Applied Mathematics |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/9556 A learning theory approach to students' misconceptions in calculus Bowie, Lynn Heather Ensor, Paula Webb, John Mathematics Bibliography: leaves 129-138. 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. 2014-11-11T12:55:52Z 2014-11-11T12:55:52Z 1998 Master Thesis Masters MSc http://hdl.handle.net/11427/9556 eng application/pdf Department of Mathematics and Applied Mathematics Faculty of Science University of Cape Town |
| spellingShingle | Mathematics Bowie, Lynn Heather A learning theory approach to students' misconceptions in calculus |
| thesis_degree_str | Master's |
| title | A learning theory approach to students' misconceptions in calculus |
| title_full | A learning theory approach to students' misconceptions in calculus |
| title_fullStr | A learning theory approach to students' misconceptions in calculus |
| title_full_unstemmed | A learning theory approach to students' misconceptions in calculus |
| title_short | A learning theory approach to students' misconceptions in calculus |
| title_sort | learning theory approach to students misconceptions in calculus |
| topic | Mathematics |
| url | http://hdl.handle.net/11427/9556 |
| work_keys_str_mv | AT bowielynnheather alearningtheoryapproachtostudentsmisconceptionsincalculus AT bowielynnheather learningtheoryapproachtostudentsmisconceptionsincalculus |