Claims

Students showed varying degrees of understanding of integration and limits, with common errors and misconceptions identified

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 1983 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1988: baselines and conditions change

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Analysis of student responses to integration and limit tasks produced detailed data on the degree of understanding attained and on common errors and misconceptions. → Orton 1983

Evidence

Orton 1983

Orton, A. (1983). Students' understanding of integration. Educational Studies in Mathematics. https://doi.org/10.1007/BF00704699

q2 · i? · qualitative · r?

Interview-based analysis of student responses to integration and limits tasks. The article reports that the analysis "led to detailed data concerning the degree of understanding attained and the common errors and misconceptions".

"The analysis of responses to tasks concerned with integration and limits led to detailed data concerning the degree of understanding attained and the common errors and misconceptions."

Discussion

Page metadata
Field Value
type claim
id orton-common-errors-misconceptions-integration-limits
title Students showed varying degrees of understanding of integration and limits, with common errors and misconceptions identified
description Students showed varying degrees of understanding of integration and limits, with common errors and misconceptions identified
status review
evidence_strength weak
newest_evidence 1983
recheck_by 1988
generated by process:wiki-ingest on 2026-10-15
trust unverified — no one has confirmed this page's content
sources 1 — orton-1983

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