Analysis and Classification of Errors Made by Differential Calculus Students in Relation to the Concept the Derivative

Abstract

This article presents the partial results of an undergraduate work investigation, whose objective was to analyze and classify the errors made by Differential Calculus students, from a Colombian public university, when solving exercises in relation to the concept of the derivative. This work is exploratory and descriptive, within the framework of Rico's error theory (1995) and the response categories of López (2005) and error categories proposed by Radatz (1979). As a research instrument, a test applied to 23 students on content related to the derivation processes and derivative applications was used. From the instrument, 207 responses were analyzed and classified. Based on the results, it was possible to recognize and detect some causes of errors when working with the concept of the derivative. It was found that a large part of the errors were made by deficiencies or conceptual gaps of the students with respect to mathematical knowledge typical of high school levels. The analysis of errors, in a perspective that combines the quantitative and the qualitative, could be used as a valuable diagnostic and intervention tool in Higher Education.