Theoretical Misconceptions Research Articles

LIMIT FUNCTION MISCONCEPTION IN MATHEMATICS EDUCATION STUDENTS

The purpose of this study was to identify and analyze the types of misconceptions that occur among students of the Mathematics Tadris Study Program at IAIN Parepare who do not understand the limit of functions material. This research uses a qualitative approach with a case study type, which means processing data through the use of narration or words, is descriptive in nature, avoids the use of numbers, and focuses research on one topic. The research subjects were 18 semester II students who took the essay test. Qualitative data were analyzed using data reduction methods, data presentation, and drawing conclusions. The results of the study show several types of misconceptions experienced by students: types of classificational misconceptions, including errors in stating the nature and appropriate rules for solving problems; types of correlational misconceptions, including errors in representing the problems; and types of theoretical misconceptions, including errors in understanding the concept of limit functions. Factors causing this misconception include the students themselves, namely the inability to understand the concept of limit function; and the cause of the lecturer is the lack of emphasis given to the material. The book doesn't have a complete explanation. Friends in the class environment that do not support are influenced by context. Wrong learning methods and using language that is difficult to understand.

The resolution of quadratic inequality problems in mathematics: Discrepancies between thought and action

This research explores the intricate relationship between students' cognitive processes and problem-solving approaches, explicitly focusing on misconceptions in solving quadratic inequalities. This study was conducted among 179 undergraduates in a mathematics education program in Malang, East Java, Indonesia; this mixed-method concurrent explanatory sequential design research employed the DISC questionnaire and quadratic inequality assignments. The DISC questionnaire categorized respondents into Dominance, Influence, Steadiness, and Conscientiousness. Data were generated from these pre-service teacher responses to the questionnaire, task assignment, and follow-up interviews to solicit information. Purposive sampling facilitated in-depth interviews, providing nuanced insights into the interplay between personality types and mathematical misconceptions. The quantitative data analysis results show a significant association between personality type and the type of error experienced by students when completing an open-ended task about quadratic inequalities X2(12) = 26.836, p = 0.008, V = 0.224. Meanwhile, qualitative data analysis findings reveal patterns associating personality types with specific misconceptions. Dominant traits are linked to theoretical misconceptions, while Influence and Conscientiousness traits correspond to conceptual misconceptions. Additionally, Steady traits are associated with classification misconceptions. This study contributes novel perspectives to mathematics education by exploring the influence of personality on mathematical cognition. The aim is to inform tailored teaching strategies for optimized learning outcomes, addressing persistent barriers posed by misconceptions in quadratic inequalities.

The resolution of quadratic inequality problems in mathematics: Discrepancies between thought and action

This research explores the intricate relationship between students' cognitive processes and problem-solving approaches, explicitly focusing on misconceptions in solving quadratic inequalities. This study was conducted among 179 undergraduates in a mathematics education program in Malang, East Java, Indonesia; this mixed-method concurrent explanatory sequential design research employed the DISC questionnaire and quadratic inequality assignments. The DISC questionnaire categorized respondents into Dominance, Influence, Steadiness, and Conscientiousness. Data were generated from these pre-service teacher responses to the questionnaire, task assignment, and follow-up interviews to solicit information. Purposive sampling facilitated in-depth interviews, providing nuanced insights into the interplay between personality types and mathematical misconceptions. The quantitative data analysis results show a significant association between personality type and the type of error experienced by students when completing an open-ended task about quadratic inequalities X2(12) = 26.836, p = 0.008, V = 0.224. Meanwhile, qualitative data analysis findings reveal patterns associating personality types with specific misconceptions. Dominant traits are linked to theoretical misconceptions, while Influence and Conscientiousness traits correspond to conceptual misconceptions. Additionally, Steady traits are associated with classification misconceptions. This study contributes novel perspectives to mathematics education by exploring the influence of personality on mathematical cognition. The aim is to inform tailored teaching strategies for optimized learning outcomes, addressing persistent barriers posed by misconceptions in quadratic inequalities.

ANALISIS MISKONSEPSI SISWA MTs MELALUI PEMBELAJARAN INKUIRI PADA MATERI SEGITIGA MENGGUNAKAN CERTAINTY OF RESPONSE INDEX (CRI)

This research is motivated by the many misconceptions (misconceptions) experienced by class VII students in the triangle material and the absence of previous research that examines misconceptions at MTs Hidayatus Salam. The purpose of this study is to describe the misconceptions experienced by MTs students through inquiry learning on triangle material and the factors that cause misconceptions. This type of research is a qualitative descriptive research conducted at MTs Hidayatus Salam Lowayu with using 6 subjects who experienced most misconceptions. Data collected with give test misconception completed triangle with table Certainty of Response Index (CRI) and semi- structured interview. Results Study show that: 1 ) there are differences in students' misconceptions, in the category of classificational type misconceptions in solving the triangle problem students meet the indicators of classificational misconceptions, namely, students To do error in classify between get up triangle. In the category of theoretical misconceptions, students meet the indicators of theoretical misconceptions, namely, students make mistakes in defining the concept of a triangle. In the category of correlational misconceptions, students meet the indicators of correlational misconceptions, namely students make mistakes in connecting the formulas used with the problems in the questions. 2) the causes of misconceptions are the lack of student learning experience, the teacher does not emphasize the concept, the lack of understanding the prerequisite concept, the inability of students to connect between concepts, students' initial conceptions are wrong and the context of everyday language.

MISCONCEPTIONS OF PROSPECTIVE MATHEMATICS TEACHER IN LINEAR EQUATIONS SYSTEM

Misconceptions are still a problem in learning mathematics. The causes are very diverse, ranging from the cognitive abilities of students who are not good at mathematics to the teacher who is the trigger for this misconception. The misconception diagnostic test benefits readers as a reference and pressure point in conveying certain concepts that are prone to misconceptions. This study aims to diagnose the occurrence of misconceptions and to analyze the types of misconceptions in 29 prospective mathematics teachers on the two-variable (SPLDV) and three-variable (SPLTV) linear purchasing system materials. A test to detect conceptual errors was given to these prospective teacher students to diagnose conceptual errors that occurred when they studied SPLDV in junior high school and SPLTV in high school before being given linear sales system material in Elementary Linear Algebra courses. The results show that there are still classificational, correlational, and theoretical misconceptions. Theoretical misconceptions that occur in students are related to the definition of misconceptions and related to the definition and types of SPL solutions. Classificational misconceptions occur when students classify examples and non-examples of a given linear sales system. Correlational misconceptions occur in students, namely students cannot connect a statement related to SPLDV with its graphical representation of the statement given, also students are not precise in compiling mathematical models of everyday problems given so the solutions obtained are incorrect.

Towards a philosophical foundation of human rights in contemporaneity

Using bibliographical review and analysis, this article seeks to elaborate upon the philosophical foundations of Human Rights. In order to do so, we conducted a research regarding the jusnaturalist, positivist, moralist and negationist schools in order to present aspects of converging 'concentric circles'. This structure enables the possibility of a shared philosophical foundation of Human Rights instead of multiple theoretical misconceptions emerging from each theory read individually. There is therefore a lesser risk of leading such theories and their interpretations into anachronism and stasis.

Towards a typology of virtual events

Despite the mounting prominence of COVID-induced virtual substitutes to face-to-face events, the boundaries and terminology between different types of virtual events have not been clearly defined. Theoretical misconceptions exist surrounding the diffusion of virtual reality and existing virtual events into the tourism, hospitality and events sectors, with conceptual ambiguity generating contention. Consequently, this paper develops a typology of virtual events designed to clarify theoretical misconceptions and establish clear limits whereby all virtual events can be classified. Integrating the three dimensions of social presence, virtuality of environment, and location, the SPEL cube is presented as a conceptual model. This paper contributes to understanding the extant literature and practices of virtual events, providing implications for the management of events in the tourism, hospitality, and events sectors; and delivering a foundation for future research into optimal adaptations of immersive technologies.

ANALISIS MISKONSEPSI SISWA PADA MATERI TRIGONOMETRI MENGGUNAKAN METODE CERTAINTY OF RESPONSE INDEX TERMODIFIKASI DI SMA

The research purpose is to analyze the misconceptions by using the certainty of response index modified in trigonometric equations at class XI State Senior High School 9 Pontianak. that Research method used in this research was a case study. The subjects in this research were seven students of class XI IPA 1 and IPA 2 of State Senior High School 9 Pontianak. The instruments used in this research were diagnostic tests and interview guidelines. From the result of the study, obtained 8 out of 32 students had computation misconceptions, 9 out of 32 students had generalized misconceptions, 1 out of 32 students had specialization misconceptions, and 1 out of 32 students had theoretical misconceptions. Misconceptions experienced are caused by students are students' associative thinking, incomplete reasoning, wrong intuition, stages of student cognitive development, and student abilities. Generalizing misconceptions are the most common misconceptions experienced by students, the cause of this misconception is wrong intuition and the stage of students' cognitive development.

MISCONCEPTION ANALYSIS OF STUDENTS WITH IMPULSIVE-REFLECTIVE COGNITIVE STYLE IN SOLVING PATTERNS OF NUMBERS PROBLEMS

In the online learning process since March 2020, many students have experienced misconceptions in solving the questions given by the teacher, including mathematics learning activities. In online learning activities students are required to be able to understand the material quickly with all the limitations that students have so that misconceptions arise in students. This misconception can occur, one of which is influenced by differences in students' cognitive styles. This study aims to analyze students' misconceptions in solving problems related to number pattern material. The analysis was carried out on 1 subject with impulsive cognitive style and 1 subject with reflective cognitive style with the same learning outcomes. This type of research is descriptive research with a qualitative approach. Supporting instruments include the Matching Familiar Figure Test (MFFT) and a written test consisting of 9 multiple choice questions which include sub-materials of arithmetic number series, geometric number series, letter number series, and contextual questions related to PATTERNS OF NUMBERS with 4 answer choices. To analyze students' misconceptions, the Three Tier test method is used, namely the first tier consists of number pattern material questions in the form of multiple choice with 4 answer choices, the second tier is the column for students' reasons for giving answers, and the third tier is a column of students' confidence levels using the CRI method, and continue with the interview. The results showed that students with impulsive cognitive style experienced classificational, correlational, and theoretical misconceptions. Meanwhile, students with reflective cognitive style are correlation misconceptions and theoretical misconceptions. To anticipate the occurrence of misconceptions, teachers should provide variations in the learning process, so that students can focus on the learning process and teachers often check students' understanding of concepts.
 Keywords: Number pattern, Misconception, Cognitive Style, Three Tier, CRI

Analysis of Students' Misconceptions in Solving Mathematics Problems on Flat Construction Materials

This study aims to find out the misconceptions experienced by students in solving mathematical problems in the material of quadrilaterals in the fourth grade of SD Negeri 2 Biwinapada. This type of research is qualitative research. The subjects in this study were 3 fourth-grade students at SD Negeri 2 Biwinapada. Data collection techniques using tests and interviews. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. The results showed that the misconceptions experienced by students include: 1) classificational misconceptions, namely a) not writing down what is known and asked or other elements needed to answer questions and b) errors in determining examples of rectangular shapes which are square or square long. 2) Correlational misconceptions, namely a) errors in representing the problem in the form of pictures, b) errors in applying the area value in the formula and c) making mistakes in applying the relationship between the formula used and the problems contained in the problem. 3) Theoretical misconceptions, namely errors in writing quadrilateral units, namely area (cm) and circumference (cm2).

Analysis of Students' Misconceptions in Solving Mathematics Problems on Flat Construction Materials

This study aims to find out the misconceptions experienced by students in solving mathematical problems in the material of quadrilaterals in the fourth grade of SD Negeri 2 Biwinapada. This type of research is qualitative research. The subjects in this study were 3 fourth-grade students at SD Negeri 2 Biwinapada. Data collection techniques using tests and interviews. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. The results showed that the misconceptions experienced by students include: 1) classificational misconceptions, namely a) not writing down what is known and asked or other elements needed to answer questions and b) errors in determining examples of rectangular shapes which are square or square long. 2) Correlational misconceptions, namely a) errors in representing the problem in the form of pictures, b) errors in applying the area value in the formula and c) making mistakes in applying the relationship between the formula used and the problems contained in the problem. 3) Theoretical misconceptions, namely errors in writing quadrilateral units, namely area (cm) and circumference (cm2).

Pengembangan Alat Evaluasi Berbasis Three Tier Multiple Choice Menggunakan Wondershare Quiz Creator untuk Mengidentifikasi Miskonsepsi

Evaluation can be used to measure the understanding of students' concepts in geometry material. However, there are still many students who have difficulty in understanding the concept of geometry. This often leads to misconceptions. An effort to identify misconceptions is to conduct a three-tier multiple choice-based evaluation test. Evaluation can take advantage of online question maker technology such as the Wondershare Quiz Creator application. The purpose of this research is to develop a three tier multiple choice based evaluation tool using wondershare quiz creator to identify misconceptions that can be used online. The development research model uses the 4D model. The research subjects were students of class VII-A SMPN 5 Lamongan. The research instruments used were interview sheets, validation sheets, test instruments, and questionnaires. The data analysis technique used qualitative and quantitative analysis. The result of the research is an evaluation tool based on three tier multiple choice using wondershare quiz creator to identify misconceptions as seen from: (1) the appropriateness of the evaluation tool meets the valid and effective criteria which reaches more than 60%. As well as with the statistical tests carried out, the instrument has met the criteria given so that the evaluation tool can be used. (2) Types of misconceptions consist of classification misconceptions, correlational misconceptions, and theoretical misconceptions. Of the three types of misconceptions, students experienced the most misconceptions at level 2, namely answering incorrect choice of reasons.

A Continuous Markov-Chain Model for the Simulation of COVID-19 Epidemic Dynamics.

Simple SummaryPredicting the spreading trend of the COVID-19 epidemic is one of the hot topics in the modeling field. In this study, we applied a continuous Markov-chain model to simulate the spread of the COVID-19 epidemic. The results of this study indicate that the herd immunity threshold should be significantly higher than 1 − 1/R0. Taking the immunity waning effect into consideration, the model could predict an epidemic resurgence after the herd immunity threshold. Meanwhile, this Markov-chain approach could also forecast the epidemic distribution and predict the epidemic hotspots at different times. It is implied from our model that it is significantly challenging to eradicate SARS-CoV-2 in the short term. The actual epidemic development is consistent with our prediction. In the end, this method displayed great potential as an alternative approach to traditional compartment models.To address the urgent need to accurately predict the spreading trend of the COVID-19 epidemic, a continuous Markov-chain model was, for the first time, developed in this work to predict the spread of COVID-19 infection. A probability matrix of infection was first developed in this model based upon the contact frequency of individuals within the population, the individual’s characteristics, and other factors that can effectively reflect the epidemic’s temporal and spatial variation characteristics. The Markov-chain model was then extended to incorporate both the mutation effect of COVID-19 and the decaying effect of antibodies. The developed comprehensive Markov-chain model that integrates the aforementioned factors was finally tested by real data to predict the trend of the COVID-19 epidemic. The result shows that our model can effectively avoid the prediction dilemma that may exist with traditional ordinary differential equations model, such as the susceptible–infectious–recovered (SIR) model. Meanwhile, it can forecast the epidemic distribution and predict the epidemic hotspots geographically at different times. It is also demonstrated in our result that the influence of the population’s spatial and geographic distribution in a herd infection event is needed in the model for a better prediction of the epidemic trend. At the same time, our result indicates that no simple derivative relationship exists between the threshold of herd immunity and the virus basic reproduction number R0. The threshold of herd immunity achieved through natural immunity is significantly higher than 1 − 1/R0. These not only explain the theoretical misconceptions of herd immunity thresholds in herd immunity theory but also provide a guidance for predicting the optimal vaccination coverage. In addition, our model can predict the temporal and spatial distribution of infections in different epidemic waves. It is implied from our model that it is challenging to eradicate COVID-19 in the short term for a large population size and a wide spatial distribution. It is predicted that COVID-19 is likely to coexist with humans for a long time and that it will exhibit multipoint epidemic effects at a later stage. The statistical evidence is consistent with our prediction and strongly supports our modeling results.

OPTIMIZATION ALGORITHM OF RESOURCE ALLOCATION IN ORDER TO EXAMINE THE ECONOMIC EFFECTS OF LINEAR PROGRAMMING MODEL RESPONSE

The concept of examining decisions using abstract research constructions as virtual aids enables the design of the management platform and the creation of the behavior of the future state of the system. Checking the effects of decisions in a real system through an appropriate mathematical-logical apparatus certainly affects the reduction of randomness and spontaneity of management. The symbolic connection of the input that produces the combined input action and the output that manifests the reaction expressed by the degree of sensitivity and enables the translation of the imaginary expression of reality into the operative mathematical language. The commitment to this type of model is based on the fact of almost standardized procedures in terms of choosing the priority of including certain forms of resources, which makes it representative in terms of achieving the goal function defined by the criterion of optimality. In this sense, we can talk about a whole range of optimization problems with mutually inconsistent tactical goals and thus the need for their refined balance, and one of such challenges is the focus of attention of a specific research project. The mathematical model represents a formalized description of the action of physical contents, and we use it to support the decision-making process when the complexity of reality allows that. Accordingly, to express the regularity of functioning, a deterministic model of linear programming in the form of a set of relations describing the input-output effect of influential factors used in this paper. With a tolerant simplification of reality, the perception of the model, based on the coincidence with the structure of the original, actually shows an approximation that means analogous behavior demonstrated on the quantitative model or its derivative - the optimization model. This thesis supports the fact that the corresponding relationship between the model and the original allows the examination of the behavior of the observed hypothetical system, and the analysis of the sensitivity map of the variable, in the form of a goal function, becomes a source of modeling information. Also, the system is not influenced by a high rate of change that would mean expanding from deterministic to stochastic modeling, but all methodological resources are mobilized so that the model concept would not become a theoretical misconception that would lead to quasi-decision making. The author’s analytical thinking and logic try to give a chance to the imagination, which connects creativity and physical resources that indicates several alternatives, which contain future parameters. In this way, the authors use the model as an increment of knowledge to connect the a priori management reserve of their accuracy with the reality of hypothetical data within a rational approach.

Misconceptions of senior high school students in solving high-order thinking skills questions

In the 21th century, the progress of learning mathematics requires students to have high-order thinking skills. In the class, it can be seen that the students high-order thinking skills are still low, which is addressed through the student’s difficulties in solving high-order thinking skills questions. One way to find student difficulties is to first analyze the form of misconceptions that students experience when solving high-order thinking skills questions. When the form of misconception can be explained, solutions to develop student’s high-order thinking skills will be found. The purpose of this research is to develop high-order thinking skills questions that can diagnose the misconceptions experienced by high school students and to determine the forms of misconceptions high school students in solving high-order thinking skills questions. The form of misconception that is the core of this research is viewed from the learning process of mathematics in the classroom and the ability to solve high-order thinking skills questions. The research method used in this research is qualitative research methods. Research subjects in this study were several high school students in Cirebon. This study uses four high-order thinking skill questions that have been validated by CVR and CVI. This study succeeded in revealing that many students experienced theoretical misconceptions which in students having difficulty changing problems into simpler forms of mathematics. Classification and correlational misconceptions become factors inhibiting students in developing their creating skills. The misconceptions found can be used as a reference for teachers and other researchers in developing mathematics learning based on the abilities and potential of students.

Miskonsepsi Siswa SMP pada Materi Bangun Datar Segiempat

This research is motivated by the results of previous studies which show that there are misconceptions experienced by students in solving quadrilateral problems. The purpose of this study was to analyze the form of misconceptions experienced by junior high school students in solving two-dimentional figure problems of square. This research is qualitative. The research was conducted at MTs Negeri 2 Garut which was attended by 31 students of class VII-E in the 2019/2020 school year. Retrieval of data sources was carried out by purposive sampling consisting of three students, each student with high, medium, and low abilities. The instrument in this study was a test in the form of a description and options (true-false) along with the reasons. The results showed that there were three types of misconceptions experienced by students, namely classify cultural misconceptions, theoretical misconceptions, and correlational misconceptions.

From Obesity to Energy Metabolism: Ontological Perspectives on the Metrics of Human Bodies

In this paper, we aim at rethinking the concept of obesity in a way that better captures the connection between underlying medical aspects, on the one hand, and an individual’s developmental history, on the other. Our proposal rests on the idea that obesity is not to be understood as a phenotypic trait or character; rather, obesity represents one of the many possible states of a more complex phenotypic trait that we call ‘energy metabolism.’ We argue that this apparently simple conceptual shift can help solve important theoretical misconceptions regarding the genetics, epigenetics, and development of obesity. In addition, we show that our proposal can be fruitfully paired with the concept of developmental channeling of a trait, which connects to the study of the plasticity and canalization of complex traits. Finally, we discuss the potential impact of our approach on the assessment, treatment, and social narratives of obesity.

Pemberian Scaffolding Terhadap Miskonsepsi Siswa Dalam Menyelesaikan Soal Materi himpunan

This study aims to describe the students' misconceptions in completing sets of material problems before and after scaffolding, the form of scaffolding provided, and the impact of giving scaffolding. This research is a qualitative study, which was conducted in Junior High School of 32 Surabaya by selecting 2 subjects who experienced misconceptions from one class of 35 students. The instrument used was a diagnostic test I and II equipped with CRI, interview guidelines and scaffolding guidelines. The material chosen in this study is the set. Misconceptions in this research are analyzed based on its type, namely classification, correlation and theoretical misconceptions. Scaffolding in this research is explaining reviewing, and restructuring which consists of (1) looking, touching and verbalising (2) Pompting and probing (3) interpreting student's actions and talk, (4) parallelling modeling and (5) students explaining and justifyng, restructuring which consists of (1) identifying meaningful context (2) simplifying the problem (3) re-pharasing studdent's talk (4) negotiating meaning, developing conceptual thinking consisting of developing representational tools and making connections. Based on research conducted by researchers, there are 16.53% of classification misconceptions, 49.59% of correlation misconceptions exist and 49.59% of theoretical misconceptions. After being given scaffolding, students' misconceptions in solving the set material matter diminished and no longer even experienced misconceptions. Therefore, scaffolding is an alternative to responding to misconceptions experienced by students in solving set material problems. Keywords: Misconception, scaffolding, set.

The Investigation of Blind Students’ Misconception in Constructing Quadrilateral Analytic Definition Using Geometry’s Puzzle

Many students still possessed misconceptions and not yet know the relation between each quadrilateral, no exception blind students that have abnormal physiological structures. Lack of student’ ability in relational thinking makes it difficult to construct analytic definitions that contain the closest type (genus proximum) and special differentiator (differentia specifica) on the objects. The aim of this study is to investigate the misconceptions of blind students in constructing the analytic definition of a quadrilateral using geometry’s puzzles. Misconception investigations focus on misconceptions of students’ concept or differences of student’ scientific understanding with the expert conceptions, especially misconception in constructing analytic definitions. This research is an exploratory study with a qualitative approach and the subjects of this study are one seventh grade student who experienced totally blind and one student who low vision from MTs Yaketunis Yogyakarta. Data collection through task-based interviews and observations. Before being analyzed, the obtained data then transcribed, classified, reduced and validated using the time triangulation method. Based on the results of data analysis, it is known that both of blind students have misconceptions namely classificational, relational and theoretical misconceptions with the level of misconception in low vision student lower than totally blind.

Relações raciais no Brasil: colonialidade, dependência e diáspora

Resumo: Este artigo discute as relações raciais no Brasil, numa perspectiva crítica ao conhecido equívoco teórico de que o racismo é meramente um subproduto das desigualdades de classe. Discute também a teoria marxista da dependência e a decolonialidade, de modo que o exercício de aproximação dessas teorias demonstrou que a TMD e a decolonialidade são ferramentas teóricas convergentes, dotadas de grande relevância para se compreender e intervir na realidade brasileira de desigualdade social e racial.