고등학교 학생들의 미적분 단원에 대한 인식과 오류분석 연구

Abstract

In this study, we found out the perceptions that high school students have about the common mathematics calculus units and analyzed the types of errors in the problem solving process of calculus units. At the same time, the study was conducted to find the cause of the error and to find an efficient method of education a little further from the current education. The analysis results of the questionnaire and inspection paper are as follows. First of all, the survey to understand the perception of calculus units showed that students who were not interested in calculus units were more likely to solve calculus concepts by relying on formulas and experience rather than understanding and solving principles. Also, The students think value of calculus is important because calculus will have a big impact on the development of modern society in the future, but students are not confident in solving the problems. Second, many respondents said that the difficulty of students taking calculus classes was the concept of integration rather than differentiation. They also said that they found it difficult to draw and utilize graphs. Third, conceptual errors were the most common with 47.48 percent errors due to errors with prior knowledge or basic or lack of essential knowledge. The second common errors were abbreviated errors (19.06 percent), and third, content errors were 16.91 percent. The reason why so many students experience difficulties in calculus and make mistakes in solving problems is that they rely more on formulas than on accurate understanding of concepts and are accustomed to solving problems mechanically through experience. Consequently, if teachers teach students the reasons for learning calculus and the examples used in real life, students can have a clear understanding of the importance of calculus value, and the level of understanding will be further enhanced. In addition, teachers should understand and analyze the types of students' errors as shown in this study to prevent them from making errors. Therefore, if teachers communicate well with students and go through many research processes, they will be able to provide more essential math classes.