Pre-service teachers’ conceptual and procedural understanding of derivatives

Abstract

This research explored pre-service teacher‟s conceptual and procedural understanding of derivatives. The research design that was used for the study was descriptive research design. Purposive sampling technique was used in the study to select sample of college students in the final year studying Mathematics and ICT in the Volta Region. The sample for the study was 61 pre-service teachers comprising 25 pre service teachers from one college of education and 36 pre-service teachers from other college. Conceptual and Procedural Understanding Based Test (CPUBT) was the prime instrument used in collecting the data on pre-service teachers Conceptual and Procedural Understanding of derivatives. The results indicated that pre-service teachers have a lot of conceptual and procedural difficulties in derivatives. They were weak in both geometric and physical concepts used in finding derivatives, and lacked procedures used in working derivatives. Consequently, 60% of pre-service teachers who participated in the study were unable to make use of action, process, object and schema analysis of problems involving the application of derivatives. The implication is that, pre-service teachers would use rote memorization of the concept for the purpose of passing their exams without understanding the application of derivatives in real-life scenarios. To achieve pre-service teachers‟ conceptual and procedural understanding of derivatives, mathematics tutors in the study area should put more emphasis on geometric and physical concepts in teaching derivatives. They should use more activities and exercises in teaching the concept and should use the constructive approach for students to also use their construct knowledge and activities in understanding the concept of derivatives.