Epistemological Obstacles: An Overview of Thinking Process on Derivative Concepts by APOS Theory and Clinical Interview

Abstract

This study aims to identify the epistemological obstacle of pre-service mathematics teachers on the basic concept of derivatives. The research used descriptive qualitative. Data of the research was obtained from the results of tests and interviews given to six participants as the pre-service mathematics teachers from two different institutions in West Java. The test is given consists of three questions related to the basic concept of the derivative. The answers to the questions were confirmed again by clinical interviews. These data are then reviewed by the framework of APOS theory (Action-Process-Object-Schema) to overview the thinking of processes experienced by participants in answering the questions given. The results of the study show that there is still some learning obstacles experienced by participants in understanding the basic concepts of derivatives. Constraints experienced include the lack of mathematical connection skills regarding the basic concept of derivatives, the operation of a function that is still wrong, and the lack of a meaningful process for the concepts learned so that problem-solving processes are still limited to procedural problems. Based on this research, it is recommended that pre-service mathematics teachers can internalize derivative concepts learned so that the knowledge scheme formed can be better.