Error analysis in limit problems: error in conceptual understanding and mathematical procedure
DOI:
https://doi.org/10.48017/dj.v11i2.3578Keywords:
Conceptual understanding, mathematical procedure, limit problems, problem-solving, calculusAbstract
This study examined the common errors in both conceptual understanding and mathematical procedures in solving limited problems in calculus. Utilizing a descriptive research design, data were gathered from 25 Grade 11 STEM students through five classroom activities aligned with the senior high school curriculum. The Newman’s Error Analysis was used to analyze the errors and was interpreted using the OECD Six-Stage Framework. Findings revealed five major errors under conceptual understanding: incomplete understanding of definitions, challenges in classifying and recognizing different categories, difficulty handling complex problems, misinterpretation and misuse of symbols and notation, and confusion over terminology. While errors in mathematical procedure include misapplication of mathematical rules, incomplete steps, inconsistent notation usage, and inappropriate strategy selection. These errors arise at various stages of problem-solving, as emphasized in the study, and reinforce the need for development in instructional strategies. In addition, the study promotes the integration of error analysis in instruction to improve and develop students’ skills in mathematics.
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