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Abstract
Limit is the main topic in calculus which is already introduced and thought to students since senior high school level. However, quite a lot of students find difficult to learn and to understand limit at the first year of university level. This article discusses how to identify student’s procedural-knowledge and conceptual- understanding about limit. The method used to identify student’s procedural-knowledge and conceptual- understanding about limit was by giving a test to students about limit problems. The problems were designed so simple in order to avoid mistakes that students made because of the difficulty of questions. The finding of test results show that there were some students whom could answer questions about limit procedurally well, but they had problem to solve questions about limit related to conceptual understanding. This problem could be caused by the learning about limit when they were at senior high school level only focused on how to solve questions about limit procedural.
DOI: 10.22342/jpm.13.1.6706.73-82
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Copyright (c) 2019 Budi Mulyono, Yaya S Kusumah, Rizky Rosjanuardi
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References
- Balka, Hull & Miles, H. (2017). What Is Conceptual Understanding?. Diambil dari www.mathleadership.com. diakses April 2017.
- Jordaan, T. (2005). Misconceptions of The Limit Concept in a Mathematics Course for Engineering Students. Research Report Submitted in Part Fulfilment of The Requirements for The Degree of Master of Education–With Specialisation in Mathematics Education. University of South Africa.
- Kumsa, A., Pettersson, K., & Andrews, P. (2017). Obstacles to students’ understanding of the limit concept. Paper presented at 10th Congress of European Research in Mathematics Education.
- Liang, S. (2016). Teaching the concept of limit by using conceptual conflict strategy and Desmos graphing calculator. International Journal of Research in Education and Science (IJRES), 2(1), 35-48.
- Mulyono, B. & Hapizah. (2017 a). Does Conceptual Understanding of Limit Partially Lead Students to Misconceptions? J. Phys.: Conf. Ser. 895 012061.
- Mulyono, B. & Hapizah. (2017 b). Identifikasi Kesalahan Mahasiswa dalam Penyelesaian Soal-Soal Limit. Prosiding Seminar Nasional 20 Program Pascasarjana Universitas PGRI Palembang.
- Mulyono. B. & Hapizah. (2018). Pemahaman konsep dalam pembelajaran matematika. Jurnal Pendidikan Matematika KALAMATIKA, 3(2), 103-122. P-ISSN 2527-5615 E-ISSN 2527-5607.
- Muzangwa, J., & Chifamba, P. (2012). Analysis of errors and misconceptions in the learning of calculus by undergraduate students. Acta Didactica Napocensia, 5(2), ISSN 2065-1430.
- National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
- Purcell, Rigdon, & Varberg. (2006). Calculus. Pearson 9th Edition. ISBN-10: 0131429248
- Tall, D. (1992). Students’ Difficulties in Calculus. Proceedings of Working Group 3 on Students’ Difficulties in Calculus, ICME-7 1992, Québec, Canada, 13–28. ISBN 2 920916 23 8.
References
Balka, Hull & Miles, H. (2017). What Is Conceptual Understanding?. Diambil dari www.mathleadership.com. diakses April 2017.
Jordaan, T. (2005). Misconceptions of The Limit Concept in a Mathematics Course for Engineering Students. Research Report Submitted in Part Fulfilment of The Requirements for The Degree of Master of Education–With Specialisation in Mathematics Education. University of South Africa.
Kumsa, A., Pettersson, K., & Andrews, P. (2017). Obstacles to students’ understanding of the limit concept. Paper presented at 10th Congress of European Research in Mathematics Education.
Liang, S. (2016). Teaching the concept of limit by using conceptual conflict strategy and Desmos graphing calculator. International Journal of Research in Education and Science (IJRES), 2(1), 35-48.
Mulyono, B. & Hapizah. (2017 a). Does Conceptual Understanding of Limit Partially Lead Students to Misconceptions? J. Phys.: Conf. Ser. 895 012061.
Mulyono, B. & Hapizah. (2017 b). Identifikasi Kesalahan Mahasiswa dalam Penyelesaian Soal-Soal Limit. Prosiding Seminar Nasional 20 Program Pascasarjana Universitas PGRI Palembang.
Mulyono. B. & Hapizah. (2018). Pemahaman konsep dalam pembelajaran matematika. Jurnal Pendidikan Matematika KALAMATIKA, 3(2), 103-122. P-ISSN 2527-5615 E-ISSN 2527-5607.
Muzangwa, J., & Chifamba, P. (2012). Analysis of errors and misconceptions in the learning of calculus by undergraduate students. Acta Didactica Napocensia, 5(2), ISSN 2065-1430.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
Purcell, Rigdon, & Varberg. (2006). Calculus. Pearson 9th Edition. ISBN-10: 0131429248
Tall, D. (1992). Students’ Difficulties in Calculus. Proceedings of Working Group 3 on Students’ Difficulties in Calculus, ICME-7 1992, Québec, Canada, 13–28. ISBN 2 920916 23 8.