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identifier'YP YX М Ptt PttĬ Highschool student's differential concept learning understanding concepts and step understanding the notion of differentiation Analysis2017P!Y YP!
tTŐYP P!YMasterx Master's Thesis<Differential is the important mathematical concept which can predict and read the various change in real world(Stewart, 1990).
If you look at the history of differentiation , the history of differentiation has started from the geometric discovery , prior to formal and precise algebraic definition of differential(jung-ho, Woo, 2000).
But, in the field of school, the way of learning differential follows the rule which is formal and procedural and when students learn the concept of differentiation, they focus on algebraic access to learn it rather than geometric access.
Due to this reason, I needed to study this problem so I examined understanding the concept of notion of differentiation by conceptual area and type of problem solving in learning notion of differentiation and examined the students' phase in understanding the concept on the basis of research problem no.1 and 2.
Research problem
1. What is the high school students' understanding the notion of differentiation like in learning the notion of differentiation?
1-1. What is the high school students' understanding the notion of differentiation like by conceptual area?
1-2. What is the high school student's type of concept understanding like in learning the notion of differentiation?
Research problem 2. What is the high school student's correlation of the notion of differentiation by conceptual area like in learning the notion of differentiation?
Research problem 3. What is the high school student's step in understanding concept by conceptual area like in learning the notion of differentiation?
To study this research problem, I studied 28 highschool students as subject for the research who are suitable for request of this research after getting permission from their home room teacher and math teacher of 00 highschool in Seoul. Among 28 students, I studied 3 of students as subject for an interview who were actively interested in research as well.
I analyzed the 28 students' some test of examination which took for 40 minutes in the first math class with analysis framework`!; the student's understanding of the notion of differentiation and analysis frameworka!; the student's type of problem-solving of the notion of differentiation.
I analyzed the 3 of 28students' examination test and intensified examination test of the notion of differentiation which took for 40 minutes after school with analysis frameworkb!; the student's phase in understanding the notion of differentiation through interviews.
This is the following limitation of this research
This research does not cover the whole range of textbook <Calculus >. It can not make no claim that this research is gone through with the whole notion of differentiation.
For this reason, It is early to conclude that the students understood the notion of differentiation perfectly just because the each student's phase of understanding the notion of differentiation by conceptual area is at the stage of phase in forming diagram.
As I analyzed the consequence of study as subject for problem no. 1 and 2 with 28 of students and for problem no.3 with 3 of students thus different outcomes of research and different group's analyzed result can appear.
this is the following proposal of this research.
In the field of school, the way of learning differentiation leans to differential method and algebraic access, therefore , acco<rding to historical genetic principle, we should teach the notion of differentiation to make a student understand it as precise definition through algebraic access and to help a student understanding differentiation intuitively through geometric access when a student learns about the notion of differentiation, Keyword notion of differentiation, type of concepts understanding, step in understanding the notion of differentiation;@ 8Ĭ 䲑\ T| !X }Ǵż ǔ ɔ\ Y Pt(Stewart, 1990).
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