Abstract
The cognitive style has an important role in determining the characteristics of students on the conceptualization. One of the two types of cognitive styles are field independent (FI) and field dependent (FD). The purpose of this study was to identify the form of conceptual misconceptions about limit and their causes. This type of research is a case study. The data was obtained through interviews based on the conceptual problem-solving tasks. Correspondents used in this study were from first-year college students (95 people) who were studied at Universitas Jambi. The results showed that (1) FI forms of students' misconceptions, namely: misconceptions about interpreting the concept of function limit and function conditions which have limits, such as: left limit and right limit. This problem occurred due to incomplete reasoning and wrong intuition. The other result of this research was to obtain (2) FD forms of students' misconception, namely, (a) misconceptions about prerequisite material: drawing graphs of functions, misconceptions about determining the domain of a function, misconceptions about definitions and forms of function notations, misconceptions about determining function values on function graphs (b) misconceptions about the concept of limits: misconceptions about interpreting the concept of limits in a function, the function requirements (left limit, right limit) and misconceptions about understanding the meaning which is close to the limit function (limit-x) approaching infinity.
Highlights
Mathematics is the science of logic regarding form, structure, quantity, and concepts that interconnected between one to another
The research had the same results with Lawson & Thompson (1988) who mentioned that one of the factors which caused students' misconceptions was the field-independent (FI) and field-dependent (FD) cognitive styles
This study identified forms of misconceptions about the limit concept in first-year college students based on their cognitive style
Summary
Mathematics is the science of logic regarding form, structure, quantity, and concepts that interconnected between one to another. [4] and [5] defined misconception as a cognitive structure in the form of a strong understanding that was different fro m what should be according to scientific princip les in general. It would disturbed the acceptance of new understandings. First-year college student need to adapt to entering university level [17]–[23] They still carry the previous concept of learning, namely, h igh school level [18]. A misconception about the limit concept has been carried out by [5] for secondary school level They exp lained how cognitive style affects the misconceptions. The research had the same results with Lawson & Thompson (1988) who mentioned that one of the factors which caused students' misconceptions was the field-independent (FI) and field-dependent (FD) cognitive styles
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