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dc.contributor.authorConstantinou, Suzanne C.
dc.date.accessioned2015-02-09T17:04:30Z
dc.date.available2015-02-09T17:04:30Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/1951/65136
dc.description.abstractThis study examines college students’ misconceptions regarding the concept of a derivative. During this study, students completed an eight-problem assessment on the topic of calculus, more specifically derivatives. Students were instructed to complete each problem to the best of their ability and to show work when necessary. The instrument was created with the APOS (Action, Process, Object, Schema) model in mind. The scores for each problem were recorded and compared to a survey that students answered reporting on which problems they felt were the easiest and the hardest to answer. The results of the study indicated that students had mastered some levels of APOS. Additional results acknowledged that there was no statistically significant difference among course, gender, and GPA.en_US
dc.language.isoen_USen_US
dc.rightsCC0 1.0 Universal*
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.subjectDerivatives (Mathematics)en_US
dc.subjectCalculus -- Examinations, questions, etc.en_US
dc.subjectMathematics -- Study and teaching (Higher)en_US
dc.subjectCollege studentsen_US
dc.titleDerivatives as a rate of change.en_US
dc.title.alternativeA study of college students' understanding of the concept of a derivative.en_US
dc.typeThesisen_US


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CC0 1.0 Universal
Except where otherwise noted, this item's license is described as CC0 1.0 Universal