Mathematical Misconceptions: Exploring the Teaching and Learning of Tangent Lines
Abstract
Misconceptions of mathematical content are formidable barriers to current and future learning. If these misconceptions go unnoticed they can stay with the student for years, impacting future learning. Tangent lines are a concept that students find particularly challenging, resulting in a variety of these kinds of misconceptions. This paper intends to describe a general plan for reducing student misconceptions in general, to provide some information on the nature of common student misconceptions about tangent lines, and to give examples of how these misconceptions can be prevented, identified, and corrected.
References
Biza, I., Christou, C., & Zachariades, T. (2008). Student perspectives on the relationship between a curve and its tangent in the transition from Euclidean Geometry to Analysis. Research in Mathematics Education, 10(1), 53-70. https://doi.org/10.1080/14794800801916457.
Brittany Vincent, Renee LaRue, Vicki Sealey & Nicole Engelke (2015) Calculus students’ early concept images of tangent lines. International Journal of Mathematical Education in Science and Technology, 46(5), 641-657.
Kajander, Ann and Lovric, Miroslav (2009). Mathematics textbooks and their potential role in supporting misconceptions. International Journal of Mathematical Education in Science and Technology, 40(2),173-181.
Tall, D., & Vinner, S. (1981). Concept Image and Concept Definition in Mathematics with Particular Reference to Limits and Continuity. Educational Studies in Mathematics 12(2), 151-169. Retrieved from http://www.jstor.org/stable/3482362.
Winicki-Landman, G., & Leikin, R. (2000). On Equivalent and Non-Equivalent Definitions: Part 1. For the Learning of Mathematics, 20(1), 17-21. Retrieved from http://www.jstor.org/stable/40248314.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Mark D. Hogue, Dominic Scarcelli
