A STUDY OF MISCONCEPTIONS IN MATHEMATICS ABOUT INDEFINITE INTEGRAL FOR PRESERVICE TEACHER OF LAO PEOPLE’S DEMOCRATIC REPUBLIC
Article Sidebar
Main Article Content
Abstract
The purpose of this research is to study the mathematical misconception of the indefinite integral preservice teachers at educational institutions in the southern region of the Lao People's Democratic Republic (Lao PDR). The sample in this research included 44 third-year preservice teachers, studying the curriculum of the Department of Secondary Teacher Building 2013, in the second semester of the 2019 academic year. The educational institutions in the southern region of the Lao PDR were obtained from the selection by purposive sampling, the tools in this research consisted of a misconceptions test on the indefinite integral with 18 items divided by three, with six sub-items to test the students in the sample group, then analyze and identify incorrect concepts which are by the definition of the concepts on the inaccuracies of the indefinite integral. The results of the research showed that misconceptions about indefinite integral included the following: (1) conceptual errors involving the use variables in integration. Errors in determining integration and mistakes in the use of formulas or integration features; (2) procedural errors are an error characteristic of algorithmic errors or the completion of integration and errors relating to the coefficients or addition of the constant C; (3) technical errors are an error characteristic related to applying varied basic mathematical knowledge in integrating operations, such as using incorrect power exponents, using incorrect algebraic properties, including incorrect operations.
Article Details
"The opinions and contents including the words in papers are responsibility by the authors."
"ข้อคิดเห็น เนื้อหา รวมทั้งการใช้ภาษาในบทความถือเป็นความรับผิดชอบของผู้เขียน"
References
Makhanong, A. (2014). Mathematics for high school teachers. 1st ed Bangkok: Innovation Development Promotion Center Textbooks and academic papers Chulalongkorn University, 15-21. (in Thai)
The Institute for the Promotion of Teaching Science and Technology (2008). 36 years Institute for the Promotion of Teaching Science and Technology 1st ed Bangkok: [n.p.], 56-71. (in Thai)
Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics, 65-97.
Kanjanawasee, S. (2015). Inaccurate concepts in educational measurement and evaluation. SDU Research Journal Humanities and Social Sciences, 9(2), 273-282. (in Thai)
Muzangwa, J., & Chifamba, P. (2012). Analysis of Errors and Misconceptions in the Learning of Calculus by Undergraduate Students. Acta Didactica Napocensia, 5(2), 1-10.
Makhanong. A. (2015). Mathematics for high school teachers. 2nd ed: Bangkok: Innovation Development Promotion Center. Textbooks and academic papers, Faculty of Education, Chulalongkorn University, 15-21. (in Thai)
Allen, G. D. (2007). Student thinking. Department of Mathematics. Texas: A&M University, 2-12.
Kiat, S. E. (2005). Analysis of students’ difficulties in solving integration problems. The Mathematics Educator, 9(1), 39-59.
Li, V. L., Julaihi, N. H., & Eng, T. H. (2017). Misconceptions and Errors in Learning Integral Calculus. Asian Journal of University Education, 13(2), 17-39.
Makhanong, A. (2002). Diagnosis of mathematical errors of Mathayomsuksa 5 students at Chulalongkorn University Demonstration School. Journal of Education, 30(3), 15-20. (in Thai)