Advanced-Level Students’ Understanding of Exponential Equations: A Zimbabwean Case Study
This paper reports on a study which explored high school students’ conceptual understanding of the techniques of exponential functions. Thirty-one advanced-level students participated in the study. The study used APOS (Action-Process-Object-Schema) theory, a constructivist theory framework, to inves...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universitas Muhammadiyah Malang
2023-08-01
|
| Series: | MEJ (Mathematics Education Journal) |
| Online Access: | https://ejournal.umm.ac.id/index.php/MEJ/article/view/25731 |
| _version_ | 1797198873592070144 |
|---|---|
| author | Lillias, Hamufari, Natsai Mutambara Maria Tsakeni |
| author_facet | Lillias, Hamufari, Natsai Mutambara Maria Tsakeni |
| author_sort | Lillias, Hamufari, Natsai Mutambara |
| collection | DOAJ |
| description | This paper reports on a study which explored high school students’ conceptual understanding of the techniques of exponential functions. Thirty-one advanced-level students participated in the study. The study used APOS (Action-Process-Object-Schema) theory, a constructivist theory framework, to investigate participants’ conceptual understanding of exponential functions. Activity sheets constructed with tasks based on exponential equations were administered to the participants. The written responses were used to identify participants’ mental constructions of these concepts. Furthermore, interviews were carried out to clarify participants’ written responses. The written responses and interview discussions pointed out that participants exhibited procedural tendencies in exponential functions. Most of the participants could not solve exponential equations, especially the radioactive‑decay functions. In addition, many participants did not have appropriate mental constructions at the process, object and schema levels, since most of them could not coordinate processes and encapsulate them into an object. This paper raises some important implications for mathematics education and further provides applications of genetic decomposition design and modification. |
| first_indexed | 2024-04-24T07:06:47Z |
| format | Article |
| id | doaj.art-9db283b195dd4d508c7c0a5b68989330 |
| institution | Directory Open Access Journal |
| issn | 2579-5260 2579-5724 |
| language | English |
| last_indexed | 2024-04-24T07:06:47Z |
| publishDate | 2023-08-01 |
| publisher | Universitas Muhammadiyah Malang |
| record_format | Article |
| series | MEJ (Mathematics Education Journal) |
| spelling | doaj.art-9db283b195dd4d508c7c0a5b689893302024-04-22T02:33:52ZengUniversitas Muhammadiyah MalangMEJ (Mathematics Education Journal)2579-52602579-57242023-08-017215917710.22219/mej.v7i2.2573123540Advanced-Level Students’ Understanding of Exponential Equations: A Zimbabwean Case StudyLillias, Hamufari, Natsai Mutambara0https://orcid.org/0000-0002-6135-8036Maria Tsakeni1Department of Mathematics, Science and Technology Education, University of Free State, South AfricaDepartment of Mathematics, Science and Technology Education, University of Free State, South AfricaThis paper reports on a study which explored high school students’ conceptual understanding of the techniques of exponential functions. Thirty-one advanced-level students participated in the study. The study used APOS (Action-Process-Object-Schema) theory, a constructivist theory framework, to investigate participants’ conceptual understanding of exponential functions. Activity sheets constructed with tasks based on exponential equations were administered to the participants. The written responses were used to identify participants’ mental constructions of these concepts. Furthermore, interviews were carried out to clarify participants’ written responses. The written responses and interview discussions pointed out that participants exhibited procedural tendencies in exponential functions. Most of the participants could not solve exponential equations, especially the radioactive‑decay functions. In addition, many participants did not have appropriate mental constructions at the process, object and schema levels, since most of them could not coordinate processes and encapsulate them into an object. This paper raises some important implications for mathematics education and further provides applications of genetic decomposition design and modification.https://ejournal.umm.ac.id/index.php/MEJ/article/view/25731 |
| spellingShingle | Lillias, Hamufari, Natsai Mutambara Maria Tsakeni Advanced-Level Students’ Understanding of Exponential Equations: A Zimbabwean Case Study MEJ (Mathematics Education Journal) |
| title | Advanced-Level Students’ Understanding of Exponential Equations: A Zimbabwean Case Study |
| title_full | Advanced-Level Students’ Understanding of Exponential Equations: A Zimbabwean Case Study |
| title_fullStr | Advanced-Level Students’ Understanding of Exponential Equations: A Zimbabwean Case Study |
| title_full_unstemmed | Advanced-Level Students’ Understanding of Exponential Equations: A Zimbabwean Case Study |
| title_short | Advanced-Level Students’ Understanding of Exponential Equations: A Zimbabwean Case Study |
| title_sort | advanced level students understanding of exponential equations a zimbabwean case study |
| url | https://ejournal.umm.ac.id/index.php/MEJ/article/view/25731 |
| work_keys_str_mv | AT lilliashamufarinatsaimutambara advancedlevelstudentsunderstandingofexponentialequationsazimbabweancasestudy AT mariatsakeni advancedlevelstudentsunderstandingofexponentialequationsazimbabweancasestudy |