International Conference on Education in Mathematics, Science & Technology (ICEMST 2015), Antalya, Turkey, 23 - 26 April 2015, pp.23
EXAMİNATİON TENTH GRADE STUDENTS’ ERRORS IN FUNCTIONS
Mustafa Gök, Abdulkadir Erdoğan
Functions topic is one of the most fundamental issues of high school mathematics. This topic plays a key role in teaching many subjects –especially limit, derivative and integral, which constitute basic concept of calculus. For the current high school mathematics curriculum, teaching functions at tenth grade have a great important. The curriculum aims to teach the basic concepts taught in ninth grade in a broader meaning and preparing the students for the calculus courses. The aim of this study was to identify the students’ main errors when they faced with the questions related to the teaching of functions at tenth grade. The qualitative research method was applied. The data were collected via to questionnaires. The questionnaires were firstly tested with 32 tenth grade students in a high school situated in Van center. The questionnaires were then proposed to 95 tenth grade students from three class of three high schools in Van Center. For the data analysis, the students’ success level for each questionnaire was firstly identified. Then, students’ errors were identified and categorized. The results of the study showed that, although the students’ were successful on four questions, their general level of success was very low. The results also showed that the students had difficulty especially in solving questions containing a graphic representation. The students’ main errors were classified as: 1. Error due to considering as even each function, which contains an even exponent, 2. Error due to generalizing to other functions the rules applied to find the inverse of a linear function, 3. Error due to the inability to change variables when looking for an inverse function, 4. Error due to generalizing to composed function rules applied for four operations, 5. Error due to considering a functional relationship only as an numerical relationship, 6. Error due to the inappropriate use of translation and symmetry, 7. Error due to drawing a curved graphic as a line, 8. Error due to misinterpreting the rate of change of a graphic. As a conclusion, it can be said that the students could not meaningfully learn the concepts related to functions and that they tend to overgeneralize the learned basic rules.
Keywords: function, student errors, 10th grade