Limits Problem Solving in Engineering Careers: Competences and Errors

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Limits Problem Solving in Engineering Careers: Competences and Errors</title> <meta name="description" content="Limits Problem Solving in Engineering Careers: Competences and Errors"> <meta name="keywords" content="Engineering education, errors, limits, mathematics competences, problem solving."> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <meta name="citation_title" content="Limits Problem Solving in Engineering Careers: Competences and Errors"> <meta name="citation_author" content="Veronica Diaz Quezada"> <meta name="citation_publication_date" content="2019/06/01"> <meta name="citation_journal_title" content="International Journal of Educational and Pedagogical Sciences"> <meta name="citation_volume" content="13"> <meta name="citation_issue" content="7"> <meta name="citation_firstpage" content="945"> <meta name="citation_lastpage" content="951"> <meta name="citation_pdf_url" content="https://publications.waset.org/10010543/pdf"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value=""> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 33093</div> </div> </div> </div> <div class="card publication-listing mt-3 mb-3"> <h5 class="card-header" style="font-size:.9rem">Limits Problem Solving in Engineering Careers: Competences and Errors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Veronica%20Diaz%20Quezada">Veronica Diaz Quezada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this article, the performance and errors are featured and analysed in the limit problems solving of a real-valued function, in correspondence to competency-based education in engineering careers, in the south of Chile. The methodological component is contextualised in a qualitative research, with a descriptive and explorative design, with elaboration, content validation and application of quantitative instruments, consisting of two parallel forms of open answer tests, based on limit application problems. The mathematical competences and errors made by students from five engineering careers from a public University are identified and characterized. Results show better performance only to solve routine-context problem-solving competence, thus they are oriented towards a rational solution or they use a suitable problem-solving method, achieving the correct solution. Regarding errors, most of them are related to techniques and the incorrect use of theorems and definitions of real-valued function limits of real variable.</p> <iframe src="https://publications.waset.org/10010543.pdf" style="width:100%; height:400px;" frameborder="0"></iframe> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Engineering%20education" title="Engineering education">Engineering education</a>, <a href="https://publications.waset.org/search?q=errors" title=" errors"> errors</a>, <a href="https://publications.waset.org/search?q=limits" title=" limits"> limits</a>, <a href="https://publications.waset.org/search?q=mathematics%20competences" title=" mathematics competences"> mathematics competences</a>, <a href="https://publications.waset.org/search?q=problem%20solving." title=" problem solving."> problem solving.</a> </p> <p class="card-text"><strong>Digital Object Identifier (DOI):</strong> <a href="https://doi.org/10.5281/zenodo.3299965" target="_blank">doi.org/10.5281/zenodo.3299965</a> </p> <a href="https://publications.waset.org/10010543/limits-problem-solving-in-engineering-careers-competences-and-errors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010543/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010543/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010543/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010543/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010543/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010543/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010543/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010543/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010543/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010543/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010543.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1318</span> </span> <p class="card-text"><strong>References:</strong></p> <br>[1] F. Castrillón. E. Arenas. D. Carmona. and B. Garcés. “Una Propuesta para Fortalecer el Énfasis Profesional del Currículo de Ingeniería Química”. Formación Universitaria. vol. 9. no.1. pp.35-44. 2016. <br>[2] M. Albert-Gómez. M. García-Pérez. and C. Pérez-Molina. “Competencias. formación y empleo. Análisis de necesidades en un programa de Master en Ingeniería”. Formación Universitaria. vol.10. no.2. pp.43-56. 2017. <br>[3] D. Denyer. D. Tranfield. and J. E. Van Aken. “Developing design propositions through research synthesis”. Organization Studies. (on line). vol.29. pp.249- 269. 2008. <br>[4] P. Perrenoud. Diez nuevas competencias para enseñar. Invitación al viaje. Barcelona: Graó. 2001. <br>[5] S. Blázquez. T. Ortega. S. Gatica. and J. Benegas.” Una conceptualización de límite para el aprendizaje inicial de análisis matemático en la Universidad”. Revista Latinoamericana de Investigación en Matemática Educativa. vol. 9. no. 2. pp. 189-209. 2006. <br>[6] A. Contreras. and M. García. Investigaciones sobre límites. España: Servicio de publi¬caciones Universidad de La Laguna. 2015. <br>[7] J. A.. Fernández-Plaza. F. J. Ruiz-Hidalgo. and L. Rico. “Razonamientos basados en el con¬cepto de límite finito de una función en un punto”. Enseñanza de las Ciencias. vol. 33. no. 2. pp. 211-229. 2015. <br>[8] K. Juter. K. “Students’ perceptions of limits”. in The First Sourcebook on Nordic Research in Mathematics Education. B. Sriraman et al. Ed. Charlotte. NC: IAP. 2010. pp. 419-430. <br>[9] C- Fernández. G. Sanchez-Matamoros. M.Moreno. and M.L. Callejo. “La coordinación de las aproximaciones en la comprensión del concepto de límite cuando los estudiantes para profesor anticipan respuestas de estudiantes. Enseñanza de las Ciencias. vol.36. no.1. pp.143-162. 2018. <br>[10] A. Zollman. “University students’ limited knowledge oflLimits – from Calculus through Differential Equations”. in 12th International Conference of Mathematics Education in the Future ProjectAt: Herceg Novi. Montenegro. 2014. <br>[11] J. E. Szydlik. “Mathematical beliefs and conceptual understanding of the limit of a function”. Journal for Research in Mathematics Education. vol.31. no.3. pp.258-276. 2000. <br>[12] J. Bezuidenhout. “Limits and continuity: Some conceptions of first-year students”. International Journal of Mathematical Education in Science and Technology. vol.32. no.4. pp. 487-500. 2001. <br>[13] M. Oehrtman. “Collapsing dimensions. physical limitation. and other student metaphors for limits concepts”. Journal for Research in Mathematics Education. vol.40. no. 4. pp.396-426. 2009. <br>[14] M. Przenioslo. “Images of the limit of function formed in the course of mathematical studies at the university”. Educational Studies in Mathematics. vol.55. pp.103-132. 2004. <br>[15] K. H. Roh. “An empirical study of students understanding of a logical structure in the definition of limit via the-strip activity”. Educational Studies in Mathematics. vol. 73. pp. 263-279. 2010. <br>[16] R. W Cappetta. and A. Zollman. “Agents of change in promoting reflective abstraction: A quasi-experimental. study on limits in college calculus”. Journal of Research in Mathematics Education. vol. 2. no.3. pp.343-357. 2013. <br>[17] B. L. Cory. and J. Gaofalo. “Using dynamic sketches to enhance preservice secondary mathematics teachers understanding of limits of sequences”. Journal for Research in Mathematics Education. vol.42. no.1. pp.65-97. 2011. <br>[18] P. Dawkins. “Metaphor as a possible pathway to more formal understanding of the definition of sequence convergence”. Journal of Mathematical Behavior. vol.31. no.3. pp.331-343. 2012. <br>[19] K. Beynon. and A. Zollman. “Lacking a rigorous concept of limit: Advanced nonmathematics students’ personal concept definitions”. Journal Investigation in Mathematics Learning. vol.8. no.1. pp. 47-62. 2016. <br>[20] S. Liang. “Teaching the concept of limit by using conceptual conflict strategy and Desmos graphing calculator”. International Journal of Research in Education and Science. vol. 2. no.1. pp.35-48. 2016. <br>[21] J. Kirkley. Principles for teaching problem solving. Bloomington: PLATO Learning. 2003. <br>[22] A. H. Schoenfeld. “Reflections on problem solving theory and practice”. The Mathematics Enthusiast. vol.10. no. 1-2. pp. 9–32. 2013. <br>[23] K. Wang. “Implications from Polya and Krutetskii”. in 12th International Congress on Mathematical Education. S.J. Cho. Ed. Seoul. Korea: COEX. 2012. <br>[24] J. Díaz. and R. Díaz. “Los métodos de resolución de problemas y el desarrollo del pensamiento matemático”. Bolema. vol. 32. no. 60. pp.57-74. 2018. <br>[25] V. Díaz. and A. Poblete. “A model of professional competences in mathematics and didactic knowledge of teachers”. International Journal of Mathematical Education in Science and Technology. vol. 48. no. 5. pp.702-714. 2017. <br>[26] V. Díaz. “The competence of solving mathematical problems in the formation of ethical values” World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Sciences. vol. 12. no.12. pp.1671-1676. 2018. <br>[27] V. Díaz. and A. Poblete. Evaluación Longitudinal de Aprendizajes Matemáticos. Objetivos Transversales e Indicadores de Contexto (Longitudinal Evaluation of Mathematical Learning. Transversal Objectives and Context Indicators). Santiago: Comisión Nacional de Investigación Científica y Tecnológica. (Project Fondecyt N°1040035). 2004. <br>[28] S. W. Siyepu. “Analysis of errors in derivatives of trigonometric functions”. International Journal of STEM Education. vol. 2. no.16. 2015. <br>[29] K. Brodie. Teaching mathematical reasoning in secondary school classrooms. London: Springer. 2010. <br>[30] D. Drews. “Children’s mathematical errors and misconceptions: perspectives on the teacher’s role”. in Children Errors in Mathematics: Understanding common Misconceptions in Primary Schools. A. Hansen Ed. Britain: Paperback. 2005. pp.14–21. <br>[31] D. Foster. “Making meaning in algebra examining students’ understandings and misconceptions”. Assessing Mathematical Proficiency. vol.53. pp.163–176. 2007. <br>[32] K. Luneta. and P. J. Makonye. “Learner errors and misconceptions in elementary analysis: A case study of a grade 12 class in South Africa”. Acta Didactica Napocensia. vol. 3. no.3. pp.35–46. 2010. <br>[33] J. Ryan. and J. Williams. Mathematical Discussions with Children: Exploring Methods and Misconceptions as a Teaching Strategy. Manchester: Centre for Mathematics Education. University of Manchester. 2000. <br>[34] J. Muzangwa. and P. Chifamba. “Analysis of errors and misconceptions in the learning of calculus by undergraduate students”. Acta Didactica Napocensia. vol. 5. no.2. pp.1-10. 2012. <br>[35] N. Movshovitz-Hadar. O. Zaslavski. and S. Inbar. “An empirical classification model for errors in high school mathematics”. Journal for Research in Mathematics Education. vol.18. no.1. pp.3-14. 1987. <br>[36] R. Sampieri. R. Metodología de la Investigación. México: Mc Graw Hill. 2014. <br>[37] N. M. Murdiyani. “Developing non-routine problems for assessing students' mathematical literacy”. Journal of Physics: Conference Series. vol. 983. no.1. 2018. <br>[38] M. Pantziara. A. Gagatsis. and I. Elia “Using diagrams as tools for the solution of non-routine mathematical problems”. Educational Studies in Mathematics. vol.72. no.1. pp.39-60. 2009. <br>[39] J. Sweller. R. Clark. and P. Kirschner. “Teaching general problem-solving skills is not a substitute for. or a viable addition to. teaching mathematics”. Notices of the American Mathematical Society. vol.57. pp.1303-1304. 2010. <br>[40] D. Harris. et al. “Mathematics and its value for engineering students: what are the implications for teaching?” International Journal of Mathematical Education in Science and Technology. vol.46. no. 3. pp. 321-336. 2014. </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>

CINXE.COM

Limits Problem Solving in Engineering Careers: Competences and Errors