dc.contributor.author Constantinou, Suzanne C. dc.date.accessioned 2015-02-09T17:04:30Z dc.date.accessioned 2020-06-22T14:27:02Z dc.date.available 2015-02-09T17:04:30Z dc.date.available 2020-06-22T14:27:02Z dc.date.issued 2014 dc.identifier.uri http://hdl.handle.net/20.500.12648/96 dc.description.abstract This 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.iso en_US en_US dc.rights CC0 1.0 Universal * dc.rights.uri http://creativecommons.org/publicdomain/zero/1.0/ * dc.subject Derivatives (Mathematics) en_US dc.subject Calculus -- Examinations, questions, etc. en_US dc.subject Mathematics -- Study and teaching (Higher) en_US dc.subject College students en_US dc.title Derivatives as a rate of change. en_US dc.title.alternative A study of college students' understanding of the concept of a derivative. en_US dc.type Thesis en_US refterms.dateFOA 2020-06-22T14:27:02Z dc.description.institution SUNY at Fredonia
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