Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Gymnasieelevers svårigheter med derivata: en systematisk litterturstudie
Linköping University, Department of Mathematics. Linköping University, Faculty of Science & Engineering.
Linköping University, Faculty of Science & Engineering. Linköping University, Department of Mathematics.
2020 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Upper Secondary Students´Difficulties Regarding Derivatives : a Systematic Literature Study (English)
Abstract [sv]

Den här studien är en systematisk litteraturstudie som syftar till att beskriva och sammanfatta gymnasieelevers svårigheter kring begreppet derivata. Genom systematiska sökningar både i databaser och manuellt valdes artiklar ut efter vissa urvalskriterier. Dessa artiklar sammanfattades och analyserades sedan. De gemensamma aspekter som togs upp i flera artiklar sammanställdes och kodades in kategorier som ämnade precisera och förklara elevers svårigheter på ett tydligt sätt. Resultatet diskuterades delvis utifrån Sfards teori om operationell och strukturell begreppsbildning. Studien visar att elever har flera olika svårigheter kring begreppet derivata. Elever har svårigheter med begrepp som leder fram till derivata, så som förändringshastighet och tangent. Vidare har elever även problem inom derivata och derivering. Dessa svårigheter yttrar sig främst genom begreppssvårigheter, exempelvis bristande förståelse för derivatans definition och derivatans notation. Dessutom uppvisar elever svårigheter med tolkningen av sambanden mellan derivatans värde, derivatans graf och funktionens graf, samt tillämpningen av derivata i fysikaliska rörelseproblem. Genomgående i resultatet är att elevers svårigheter grundar sig i att de ser derivata som enbart en process och därmed saknar en djupare förståelse för derivatan som begrepp. Detta ger implikationen för lärare att i undervisningen lägga vikt vid derivata som helhet och inte fokusera enbart på procedurkunskap.

Abstract [en]

This study is a systematic literature review that describes and summarizes Upper Secondary students’ difficulties regarding derivatives. Through systematic research, both manually and in databases, several articles were chosen according to certain selection criteria. These articles were then summarized and analyzed. Common features in these articles were put into categories which purpose was to explain students’ difficulties more clearly. The results were discussed partly in connection to Sfard’s theory of operational and structural conceptions. The study shows that students have difficulties in multiple areas concerning derivative. Students experience difficulties with concepts leading up to derivative, such as tangent and rate of change. Furthermore, students have difficulties with the derivative and differentiation. These difficulties are mostly conceptual, for instance lack of understanding of the definition and notation of the derivative. Moreover, students have difficulties to interpret the relationships between the value of the derivative, the graph of the function and the graph of its derivative. Students also have difficulties applying the derivative to problems in physics. A common feature in the results is that students view derivative as a process, therefore lacking a deep understanding of the derivative as a concept. One implication for teachers is not to focus too much solely on procedural knowledge, but rather teach derivative as a whole concept.

Place, publisher, year, edition, pages
2020. , p. 33
Keywords [sv]
Gymnasieelever, svårigheter, matematik, derivata
National Category
Didactics Pedagogy Pedagogical Work
Identifiers
URN: urn:nbn:se:liu:diva-163202ISRN: LiU-LÄR-MA-G--2020/02--SEOAI: oai:DiVA.org:liu-163202DiVA, id: diva2:1387703
Subject / course
Mathematics
Educational program
Teacher Education
Supervisors
Examiners
Available from: 2020-01-22 Created: 2020-01-22 Last updated: 2020-01-22Bibliographically approved

Open Access in DiVA

fulltext(685 kB)34 downloads
File information
File name FULLTEXT01.pdfFile size 685 kBChecksum SHA-512
d0315f73f5a771dfefdcd621ba0e655f13b1e3abbcd312cf9210f8d4615fded808ad16ecc47c76d8d60411acb9b62d2e8d4bbff5f55b6a88d80a33e45ce99c03
Type fulltextMimetype application/pdf

By organisation
Department of MathematicsFaculty of Science & Engineering
DidacticsPedagogyPedagogical Work

Search outside of DiVA

GoogleGoogle Scholar
Total: 34 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 565 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf