Draw on diagnosed errors and misconceptions to inform the teaching of integration and limits¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article's teaching recommendation is that instruction in integration and limits should be informed by what clinical analysis reveals about students' understanding. It reports that "Some conclusions were drawn concerning the teaching of integration and limits", based on data about "the common errors and misconceptions" students displayed. Teachers can use such diagnosed misconceptions to target instruction on the points where understanding breaks down.

Design Implications¶

Context¶

Requirements¶

• Diagnostic data on students' errors and misconceptions in the target topic

Constraints¶

Target Learners¶

• students learning elementary calculus

Target Learning Goals¶

• understanding of integration
• understanding of limits

Claims¶

• A clinical interviewing study investigated students' understanding of elementary calculus through tasks on integration and limits [+W]
• Students showed varying degrees of understanding of integration and limits, with common errors and misconceptions identified [+W]

Related Strategies¶

• Embrace Errors as Learning Opportunities
• Drawing for Formative Assessment

Examples¶

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Key Sources¶

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