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oai:repository.unam.edu.na:11070/38632024-06-01T22:01:43Zcom_11070_3503com_11070_3316com_11070_3306col_11070_150

Kafunga, Martha N. 2024-05-31T07:37:20Z 2024-05-31T07:37:20Z 2024 http://hdl.handle.net/11070/3863 A thesis submitted in fulfilment of the requirements for the degree of master of education (mathematics education) Differential Calculus is a fundamental topic in Mathematics that deals with the study of how quantities change over time. Grade 12 learners have difficulties in solving Differential Calculus questions as per the examiners’ reports year after year. This study aimed to explore Grade 12 learners’ difficulties in solving Differential Calculus. One secondary school in Tsumeb was purposely and conveniently selected for this study. A total population sampling method was used to ensure a representation of all 74 Grade 12 Mathematics AS learners and all 3 grade 12 Mathematics AS teachers. The research study was based on a mixed methods exploratory approach; i.e., data was collected from classrooms’ observations, teachers’ questionnaires and learners’ diagnostic test. Only questions involving the learning objectives from Differential Calculus topic were considered. A pilot study was carried out prior to the main study in order to test for feasibility and effectiveness of the research design. An analysis was done in order to determine learners’ common mistakes/misconceptions and errors, challenges and also the great responses given by the learners. The results revealed that learners had difficulties in 1) applying the product and quotient law, 2) differentiating trigonometric functions, 3) applying conceptual and procedural knowledge to solve Differential Calculus problems (like determining the nature of stationary points), 4) integrating instead of differentiating and 5) just applying differential rules in general. These difficulties may be caused by 1) lack of algebraic knowledge (learners fail to substitute values into functions, solve equations), 2) lack of sufficient time (for both teachers and learners), and 3) teachers’ teaching approaches. The study recommends that teachers should expose learners to a variety ii of algebraic manipulation problems from an early stage, so that learners begin differential calculus with solid foundations of algebra; and that teachers should do diagnostic assessments based on algebraic and functions before teaching Differential Calculus en University of Namibia Learners’ Difficulties Misconceptions Solving Problems Differential Calculus Namibia Exploring grade 12 learners’ difficulties in solving differential calculus problems at a selected secondary school in Tsumeb, Namibia Thesisopen.access