Common misunderstandings in the concept of slope

Document Type : Original Article

Authors

1 Department of Mathematics, Farhangian University, Tehran, Iran

2 Department of Mathematics Education, Farhangian University, Tehran, Iran

10.48310/rme.2024.16595.1087

Abstract

Background and Objectives: Concept of Slope is an important part of school mathematics and it is presented in different ways in educational levels; Geometrically in diagrams, algebraically in formulas and equations, trigonometrically, it is examined as the tangent of an angle, etc. In the upcoming research, we will examine the misunderstandings of the slope. Methods: The statistical population of the current research is female students of the 10th grade of mathematics and experimental field. A sample of 234 people was randomly selected from the statistical population. This research was conducted in the academic year of 1402-1403 in the 2nd, 3rd, and 5th districts of Tabriz. In order to collect information, a questionnaire containing 11 questions was used that was consistent with the main purpose of the research. The method of data analysis in this research is qualitative analysis. Findings: According to the results obtained in this research, 15 codes were considered to summarize the results and misunderstandings related to the concept of slope. The questionnaire was examined question by question; And the results of each question are presented based on the frequency and percentage in the table for each question. Conclusion: According to the results, 8.42% of the students do not have a correct understanding of the line x=2 and do not consider this equation as a line. In 54.5% of the research questions, students made mistakes in translating words, symbols, tables or diagrams to each other; Therefore, the dominant systematic errors in this research are incorrect translations.

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