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Teaching Learning Concepts in Calculus

Ashebir Sidelil

ISBN 10: 384337869X / ISBN 13: 9783843378697
Published by LAP Lambert Academic Publishing
New Condition: New Soft cover
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Paperback. 96 pages. Dimensions: 8.7in. x 5.9in. x 0.2in.Calculus is a get way to higher order mathematics. In most countries calculus is introduced as a process involving infinitely many steps which is a paradigm shift to students as their pre-calculus concept involves finite logical steps to solve a problem. This book consist the study examining students difficulties and misconceptions in learning concepts of calculus at preparatory secondary schools. Accordingly, students conception of concepts in calculus, students misconceptions, and factors influencing the teaching-learning of concepts were surveyed. Documentaries, classroom observation, and achievement test were the instruments used for gathering the necessary data. The book has a potential benefit to mathematics teachers in that it provides them information about their students possible misconceptions. Over generalizing a limit just as a function value, the perception that a function must be defined at a point to have a limit at that point, and that a discontinuous function must have an asymptote were identified as misconceptions students have formed. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Bookseller Inventory # 9783843378697

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Bibliographic Details

Title: Teaching Learning Concepts in Calculus

Publisher: LAP Lambert Academic Publishing

Binding: Paperback

Book Condition:New

Book Type: Paperback

About this title

Synopsis:

Calculus is a get way to higher order mathematics. In most countries calculus is introduced as a process involving infinitely many steps which is a paradigm shift to students as their pre-calculus concept involves finite logical steps to solve a problem. This book consist the study examining students’ difficulties and misconceptions in learning concepts of calculus at preparatory secondary schools. Accordingly, students’ conception of concepts in calculus, students’ misconceptions, and factors influencing the teaching-learning of concepts were surveyed. Documentaries, classroom observation, and achievement test were the instruments used for gathering the necessary data.The book has a potential benefit to mathematics teachers in that it provides them information about their students’ possible misconceptions. Over generalizing a limit just as a function value, the perception that a function must be defined at a point to have a limit at that point, and that a discontinuous function must have an asymptote were identified as misconceptions students have formed.

About the Author:

Born in Bale Goba of Ethiopia, Studied Mathematics at Addis Ababab University (BSC & MEd). Taught Mathematics from Elementary to College Level Since 1999. Currently, Attached to Dire Dawa TVET Agency as Trainees Expert and professionally Teaching Mathematics at Microlink Information Technology College, Dire Dawa.

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