Overcoming difficulties in learning calculus concepts : the case of Grade 12 students

Research has indicated the importance of calculus knowledge for undergraduate programs in science and technology fields. Unfortunately, one of the main challenges faced by students who join science and technology fields is their knowledge of calculus concepts. The main purpose of the study is to overcome students‟ difficulties in learning calculus concepts by developing a literature informed intervention model. A design-based research approach of three phases was conducted. Grade 12 natural science stream students in one administrative zone in Ethiopia were used as the study population. Triangulated themes of students‟ difficulties and common conceptual issues that are causes of these synthesized difficulties in calculus were used as a foundation to propose an intervention model. Based on the proposed model, an intervention was prepared and administered. A pre post-test aimed to asses students‟ conceptual knowledge in calculus was used to examine the effect of the model. Quantitative analysis of the test revealed that the intervention has a positive effect. The experimental group score is better than the controlled group score with independent t-statistics, t = 4.195 with alpha =.05. In addition, qualitative analysis of the test revealed that students in the experimental group are able to overcome many of the difficulties. In particular, many students demonstrated process level conception, conceptual reasoning, qualitative justification, a consistency in reasoning, less algebraic error, and a proficiency in symbolic manipulation. The study concludes with Implications for practice that includes the use of students‟ errors and misconceptions as an opportunity for progression. Besides, students should be assisted to make sense of concepts through real-life problems, including training teachers in problem-solving approaches and mathematical thinking practice.Mathematics EducationD. Phil (Mathematics, Science and Technology Education in the subject Mathematics Education

Swaying pedagogy: A new paradigm for mathematics teachers education in Ethiopia

Teachers are the most important school-based drivers of students' learning outcomes. Mathematics teachers in Ethiopia are facing an innumerable number of instructional obstacles due to a lack of appropriate training modalities. The main aim of the study is to indicate the way to develop a swaying pedagogy curriculum for a post-graduate program (PGP). Both primary and secondary data were collected. The result divulged that while the government has recognized the importance of mathematics literacy and competency for the 21st-century job market, students' interest and achievement in mathematics have a deteriorating trend. This is because the teachers’ lack of exposure to the contemporary advancement of pedagogical sciences. Moreover, teachers have knowledge gaps in content and pedagogy and are unable to fill their gaps due to a lack of upgrading opportunities. Therefore, the study forwards the swaying pedagogy curriculum to overcome observed problems