Derivatives as a rate of change.

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.