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ERIC Number: EJ980991
Record Type: Journal
Publication Date: 2012-Oct
Pages: 18
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0036-6803
Rate of Change: AP Calculus Students' Understandings and Misconceptions after Completing Different Curricular Paths
Teuscher, Dawn; Reys, Robert E.
School Science and Mathematics, v112 n6 p359-376 Oct 2012
This study examined Advanced Placement Calculus students' mathematical understanding of rate of change, after studying four years of college preparatory (integrated or single-subject) mathematics. Students completed the Precalculus Concept Assessment (PCA) and two open-ended tasks with questions about rates of change. After adjusting for prior achievement with the Iowa Algebra Aptitude Test, students from these two paths performed comparably (F = 3.54, p = 0.063) on the PCA. Student errors on the three instruments revealed a lack of understanding of the interpretation or meaning of rate of change regardless of the curricular path. Students successfully calculated the rate of change of linear functions; however, when the function was not linear, students struggled to calculate it, model it on a graph, or interpret it in a real-world context. (Contains 9 tables and 9 figures.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED565883