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Asymptote Misconception on Graphing Functions: Does Graphing Software Resolve It?

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Title: Asymptote Misconception on Graphing Functions: Does Graphing Software Resolve It?
Language: English
Authors: Öçal, Mehmet Fatih
Source: Malaysian Online Journal of Educational Technology. 2017 5(1):21-33.
Availability: University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. e-mail: info@mojet.net; Web site: http://www.mojet.net
Peer Reviewed: Y
Page Count: 13
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Misconceptions, Mathematical Concepts, Computer Software, Calculus, Geometry, Qualitative Research, Case Studies, Mathematics Instruction, Graphing Calculators, Algebra, Foreign Countries, College Mathematics, College Students, Geometric Concepts, Comparative Analysis
Geographic Terms: Turkey
ISSN: 2289-2990
Abstract: Graphing function is an important issue in mathematics education due to its use in various areas of mathematics and its potential roles for students to enhance learning mathematics. The use of some graphing software assists students' learning during graphing functions. However, the display of graphs of functions that students sketched by hand may be relatively different when compared to the correct forms sketched using graphing software. The possible misleading effects of this situation brought a discussion of a misconception (asymptote misconception) on graphing functions. The purpose of this study is two- fold. First of all, this study investigated whether using graphing software (GeoGebra in this case) helps students to determine and resolve this misconception in calculus classrooms. Second, the reasons for this misconception are sought. The multiple case study was utilized in this study. University students in two calculus classrooms who received instructions with (35 students) or without GeoGebra assisted instructions (32 students) were compared according to whether they fell into this misconception on graphing basic functions (1/x, lnx, ex). In addition, students were interviewed to reveal the reasons behind this misconception. Data were analyzed by means of descriptive and content analysis methods. The findings indicated that those who received GeoGebra assisted instruction were better in resolving it. In addition, the reasons behind this misconception were found to be teacher-based, exam-based and some other factors.
Abstractor: As Provided
Number of References: 33
Entry Date: 2017
Accession Number: EJ1125129
Database: ERIC
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  Data: University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. e-mail: info@mojet.net; Web site: http://www.mojet.net
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  Data: Graphing function is an important issue in mathematics education due to its use in various areas of mathematics and its potential roles for students to enhance learning mathematics. The use of some graphing software assists students' learning during graphing functions. However, the display of graphs of functions that students sketched by hand may be relatively different when compared to the correct forms sketched using graphing software. The possible misleading effects of this situation brought a discussion of a misconception (asymptote misconception) on graphing functions. The purpose of this study is two- fold. First of all, this study investigated whether using graphing software (GeoGebra in this case) helps students to determine and resolve this misconception in calculus classrooms. Second, the reasons for this misconception are sought. The multiple case study was utilized in this study. University students in two calculus classrooms who received instructions with (35 students) or without GeoGebra assisted instructions (32 students) were compared according to whether they fell into this misconception on graphing basic functions (1/x, lnx, ex). In addition, students were interviewed to reveal the reasons behind this misconception. Data were analyzed by means of descriptive and content analysis methods. The findings indicated that those who received GeoGebra assisted instruction were better in resolving it. In addition, the reasons behind this misconception were found to be teacher-based, exam-based and some other factors.
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