The Identification of Students’ Misconceptions in Mathematical Induction
DOI:
https://doi.org/10.37303/jelmar.v1i2.71Keywords:
misconceptions, mathematical inductionAbstract
This study was conducted to identify the types of students' misconceptions, factors that cause students' misconceptions, and to describe the problem-solving of students' misconceptions in mathematical induction. The subjects of this study were 30 junior students of The Mathematics Department of Faculty of Teacher Training and Education of Universitas Islam Malang, who take The Real Analysis I course. This study employed a qualitative approach using a case study design. The study instruments used three tests and an interview guide. The data were analyzed using a qualitative approach in order to attain types of misconceptions and how to solve the misconceptions. With respect to the students' performance, the results of the study showed that most students had difficulty in interpreting letters, notation, generalization, and rules application. The factors that influence the students' algebra misconceptions in mathematical induction was the students' lack of ability, the lack of willingness that hinder the students' cognitive development, and the lack of learning motivation. In order to solve these problems, the researcher proposed a method called the guided discovery method.
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