Exploring misconceptions in Differentiation by Advanced level students: a case of a High School in Wedza District
The objective of this study was to explore on what are the misconceptions by advanced level students in learning differentiation. Differentiation is an important topic for the studies of calculus and statistics. The study used both quantitative and qualitative methods of data presentation and data was collected using a test and interviews. These were administered to 25 lower six students at Chemhanza High School. The sampling technique used was purposive sampling where all students in lower six were selected. The instruments were designed in such a way that information on the misconceptions in differentiation may be gathered and analysed. The test and interviews had questions on the different techniques of differentiation and to some extent the notation. The data which was collected was presented in tables and histograms as well as in descriptive form. Students showed that they had problems in some techniques of differentiation. Simplification of expressions to the simplest form after differentiation was a challenge to a number of the students. Students made errors by trying to avoid procedure which provides straight guidance. Leibniz learning of differentiation techniques should not be done in isolation. The techniques could be applied to a single question. Students who had problems in one technique were affected on the other technique also. Educators should sequence their content so as to cover pre-requisite techniques first. This would reduce the misconceptions that will affect student’s performance.