Author:
Jean Pierre Alpha Munyaruhengeri*1 , Odette Umugiraneza2 , Jean Baptiste Ndagijimana3 , Theoneste Hakizimana4
Journal Name:
Educational Studies in Mathematics
Key Words:
Calculus, conceptual understanding, limits and continuity concepts, mathematical errors, Teaching mathematics.
Abstract:
The aim of this study is to examine the
student’s conceptual understanding of
limits and continuity of functions of one
real variable, in upper secondary school in
two districts of Rwanda. The study
employed a mixed methods research
approach which is explanatory sequential
research design. The sample consisted of
21 teachers and 252 senior four students
with mathematics in their option. The data
sources included achievement tests,
classroom observations, focus group
interviews, and informal discussions
before and after classroom instruction.
After analyzing students’ errors committed
when solving limits and continuity
functions, the findings showed that most
of the learners indicated different
categories of misconceptions and errors in
limits and continuity. The source of these
errors was probably the methodology used
to teach and teachers’ lack of conceptual
understanding of these functions. The
study recommends that teachers should be
empowered with skills to help their
students handle misconceptions about
limits and continuities
