Article abstract

Journal of Educational Research and Reviews
Research Article | Published July 2021 | Volume 9, Issue 7, pp. 198-207.
 doi: https://doi.org/10.33495/jerr_v9i7.21.125

 

Learners' common errors in implicit differentiation: An analytical study

 

 

 
Refat Abdelsamad Abouelgheat Kandeel*

Email Author

Basic Sciences Department, Common First Year, King Saud University Alriyadh, Saudi Arabia Kingdom.

 

 

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 Citation: Kandeel RAA (2021). Learners' common errors in implicit differentiation: An analytical study. J. Edu. Res. Rev. 9(7): 198-207. doi: 10.33495/jerr_v9i7.21.125.
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 Abstract 

 

The purpose of this study is to analyze learners' errors in implicit differentiation and identify common errors committed by 20% or more of Common First Year learners (117 Male) at King Saud University. The researcher prepared a test in implicit differentiation consisting of seven various questions covering almost all ideas of implicit differentiation contained in the textbook (Differential Calculus Math101). By analyzing the learners’ answers, the researcher concluded two types of learners’ common errors, namely Algebra Errors (AE) and Calculus Errors (CE). Algebra Errors appeared when learners isolated the common factor, collected similar terms, simplified Algebra fractions, multiplied Algebra terms, dealt with exponentials and roots functions, and found , and Calculus Errors that appeared when learners applied the Chain rule, applied a multiplication rule, found the derivative of any constant, and differentiated functions.

 

Keywords  Implicit differentiation   functions   common errors  

 

Copyright © 2021 Author(s) retain the copyright of this article.

This article is published under the terms of the Creative Commons Attribution License 4.0


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