Mathematical Misconceptions: Exploring the Teaching and Learning of Tangent Lines

Authors

  • Mark D. Hogue Slippery Rock University of Pennsylvania
  • Dominic Scarcelli Slippery Rock University of Pennsylvania

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

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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.

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Published

2020-09-11

How to Cite

Hogue, M. D., & Scarcelli, D. (2020). Mathematical Misconceptions: Exploring the Teaching and Learning of Tangent Lines. Ohio Journal of School Mathematics, 86(1). Retrieved from https://ohiomathjournal.org/index.php/OJSM/article/view/7708

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Articles