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2019, IAEME
The objective of this study is to compare the performance of Applied Sciences students’ in a Pre and Post Basic Differentiation and Integration Test during their second year of study at the Faculty of Applied Sciences, Universiti Teknologi MARA, Perak Branch, Tapah Campus. This paper focuses on the students’ understanding in basic differentiation and integration for trigonometric functions. A total of 95 Semester 3 students of session 2 2017/2018 from the Department of Applied Sciences are chosen to answer the test. The pre-test was held in week 10, while the post-test was conducted in week 13 of the semester. In pre-test, the students need to answer the questions based on traditional method while in post-test, the EzTrigo Mnemonic Diagram is introduced and the students applied the technique in order to answer the questions. The results showed that the students’ performance in post-test was better compared to that pre-test
Kalamatika: Jurnal Pendidikan Matematika
Analysis of Student Difficulties in Solving Trigonometric Problem2020 •
This study is done to explore learning difficulties when students are given trig problems in solving math problems. Learning difficulties that encounter during learning and results in less than optimal learning. Trigonometric materials given are just about the number and ratio of sine cosine. Trigonometric materials are given based on the results of a study in student mathematics problem. The ability to solve mathematical problems based on 4 indicators is to understand problems, plan ideas to use, solve problems and reexamine them. This research was tested in praise of the sophomores science class 2 MAN Cimahi. This method of research with qualitative research with students analyzes answer results. The results of this research have found some difficulty with learning problem-solving skills. As for the fourth problem he gave, many of the students had difficulty solving the trigonometry problem.
Aims: Calculus course plays an important role in the success of science and technology as it compounds knowledge, performances and understanding developed in the fundamental stages for other mathematical, science and technology courses. Previous studies claimed that integration is a difficult topic as compared to the other topics in Calculus course. However, studies on how far the integration performance contributes to the overall performance of the subject itself are remained unanswered. Thus the objective of this study is to investigate the relationship between students' integration performance with their performance in Intermediate Calculus (known as Calculus I) course. Place and Duration of Study: 676 students' examination papers from two consecutive semesters for Original Research Article Ujang et al.; ARJOM, 5(4): 1-16, 2017; Article no.ARJOM.35425 2 year 2016 at the Diploma level in one higher institution in the East Coast of Malaysia were analyzed in this study. Marks obtained from each question were used as the performance indicator. Methodology: The descriptive analysis was used to compare the performance of two consecutive semesters of students in their final exam for Calculus I. The students who scored less than half of 33 marks (less than 16.5) in integration topic were deemed as having low integration performance. Otherwise they were considered as having high integration performance. By using the cross-tabulation and Chi-Square correlation, the relationship between the scores obtained in integration topic and final examination results were investigated. Results: The findings revealed students with low integration performance have high tendencies to fail the final examination and students with high integration performance have more chances to pass the final examination. In addition, the result showed that more than half of the repeaters have the tendency to fail the course again. Meanwhile, the result also showed that students who remained weak in the previously taught concept were also unable to solve the problem posed to them in the integration topic. Based on the findings of the study, it is recommended that educators need to plan effective strategies such as organizing the diagnostic test at prior to the Calculus class, promoting actively the mathematics clinic, organizing workshop for the diagnosed weak students or peer group discussion, and sharing materials with the students through the online learning platform.
2016 •
In this paper will be analyzed and compared the results of the electronic testing (e-testing) for the subject Mathematics 2 within University “Goce Delcev”– Stip using statistical data processing. Electronic testing covers the topic “Integral”. This topic is of great importance during the studies and for this topic students have previous knowledge from high school. Testing was conducted on two separated groups of students from technical faculties who have studied this subject in Stip and Kavadarci respectively. The questions were aimed at recognizing the integral as indefinite, definite or improper, as well as, at selecting the method of integration and application of integration in geometry.
Al-Jabar : Jurnal Pendidikan Matematika
A Review of Solo Taxonomy on Students’ Errors in High Mathematical Abilities in Calculating Definite Integral of Trigonometric Functions2019 •
The aim of this research is to review students’ error in calculating the definite integral of trigonometric functions using Solo Taxonomy. This research is descriptive qualitative research. The results of the study show that the most errors done by the students are at the multi-structural level caused by the addition errors and the lack of subjects’ accuracy. Errors at the pre-structural level are the errors done by the subjectswho do not understand the purpose of the problems given. At the uni-structural level, the subjects make mistakes by applying the concept from the beginning of the problem. At the relational level, the subject uses a concept that is not common to solve problems but it has passed through several steps of completion. The results of this study can be a reference to anticipate and reduce students’ errors in calculating the definite integral of trigonometric functions.
2020 •
Proceedings of the Proceedings of the 4th Progressive and Fun Education International Conference, Profunedu 2019, 6-8 August 2019, Makassar, Indonesia
Analysis of Students’ Difficulties in Solving Trigonometry ProblemsAntes de definir una ecuación diferencial ordinaria observar en la siguiente tabla algunas similitudes y diferencias entre una ecuación algebraica y una ecuación diferencial ordinaria. Ecuación algebraica Ecuación diferencial Ejemplo: í µí±¥ 2 − í µí±¥ − 6 = 0 Ejemplo: í µí±¦ ′′ − 4í µí±¦ ′ + í µí±¦ − 3í µí±¥ = 0 Variable: í µí±¥ es variable numérica Variable: í µí±¦ es la variable que es una función de í µí±¥ Solución: í µí±¥ = −2 Solución: í µí±¦ = í µí±(í µí±¥) Proceso de solución: Encontrar un valor numérico de í µí±¥ que satisfaga la ecuación Proceso de solución: Encontrar una función que satisfaga la ecuación Métodos de solución: Existen diferentes métodos para resolver ecuaciones algebraicas Métodos de solución: Existen diferentes métodos para resolver ecuaciones diferenciales ordinarias Forma general: í µí°¹(í µí±¥) = 0 Forma general: í µí°¹ (í µí±¥, í µí±¦, í µí±¦ ′ , í µí±¦ ′′) = 0 Tabla 1. Algunas similitudes y diferencias entre una ecuación algebraica y una ecuación diferencial ordinaria Definición Una ecuación diferencial ordinaria es una ecuación formada por una expresión matemática que puede involucrar a la variable independiente í µí±¥, a la variable dependiente í µí±¦ con sus respectivas derivadas. Formalmente se puede escribir como í µí°¹ (í µí±¥, í µí±¦, í µí±¦ ′ , í µí±¦ ′′ , … , í µí±¦ í µí±) = 0, donde í µí±¦ ′ , í µí±¦ ′′ , … , í µí±¦ í µí± son las derivadas hasta de orden í µí± que a su vez indica el orden de la ecuación diferencial. Definición. La solución de una ecuación diferencial es una función í µí±¦ = í µí±(í µí±¥) que la satisface. Ejemplo 1. Probar que í µí±¦ = í µí± í µí±¥ es solución de í µí±¦ ′′ − 2í µí±¦ ′ + í µí±¦ = 0 Solución Una de las formas de probar consiste en determinar las derivadas y reemplazarlo en la ecuación original hasta llegar a una identidad. En efecto: í µí±¦ = í µí± í µí±¥ , í µí±¦ ′ = í µí± í µí±¥ , í µí±¦ ′′ = í µí± í µí±¥ Reemplazando en la ecuación í µí±¦ ′′ − 2í µí±¦ ′ + í µí±¦ = 0 , se tiene í µí± í µí±¥ − 2í µí± í µí±¥ + í µí± í µí±¥ = 0 0 = 0 Luego í µí±¦ = í µí± í µí±¥ es solución de í µí±¦ ′′ − 2í µí±¦ ′ + í µí±¦ = 0 Ejemplo 2. Probar que í µí±¦ = í µí±¥í µí± í µí±¥ es solución de í µí±¦ ′′ − 2í µí±¦ ′ + í µí±¦ = 0 Solución í µí±¦ = í µí±¥í µí± í µí±¥ , í µí±¦ ′ = í µí± í µí±¥ + í µí± í µí±¥ í µí±¥ , í µí±¦ ′′ = í µí± í µí±¥ + í µí± í µí±¥ + í µí± í µí±¥ í µí±¥ Reemplazando í µí± í µí±¥ + í µí± í µí±¥ + í µí± í µí±¥ í µí±¥ − 2 (í µí± í µí±¥ + í µí± í µí±¥ í µí±¥) + í µí±¥í µí± í µí±¥ = 0 í µí± í µí±¥ + í µí± í µí±¥ + í µí± í µí±¥ í µí±¥ − 2í µí± í µí±¥ − 2í µí±¥í µí± í µí±¥ + í µí±¥í µí± í µí±¥ = 0 0 = 0 Ejercicios propuestos Probar que las funciones dadas son soluciones de las correspondientes ecuaciones diferenciales 1. í µí±¦ = 1 (í µí±¥+í µí±) 2 , í µí±í µí¼ℝ, í µí±¦ ′ = −2í µí±¦ 3 2 2. í µí±¦ = í µí± 1 cos (í µí±¥) + í µí± 2 í µí± í µí±í µí± (í µí±¥) , í µí± 1 , í µí± 2 í µí¼ℝ í µí±¦ ′′ + í µí±¦ = 0
Un système métaphysique Avec Spinoza, nous allons étudier ce que l'on appelle un système métaphysique. On peut même dire qu'il s'agit là du modèle d'un tel système. Qu'est-ce que la métaphysique ? Ce serait une connaissance rationnelle de l'être, des causes de l'univers et des principes premiers du savoir. Le préfixe ''méta'' en grec signifie ''au-delà'' mais implique aussi l'idée d'un fondement ; physique désigne en grec la phusis, c'est-à-dire la nature. La métaphysique est donc l'étude de ce qui se tient au-delà de la nature décrite par la science physique, parce que cette étude va plus loin et touche aux fondements premiers de cette nature. Un objet typique de la métaphysique est donc Dieu. Objet éminent qui suscite immédiatement toutes sortes de questions : peut-on prouver son existence ? Comment ? Quelle est sa juste définition, ce que l'on appelle son essence ? Quel lien y at -il entre son essence et l'univers tel qu'il existe ? Etc.
ISSUE Journal of Art and Design
Rural Riots Animist Rituals and Teaching from the Territory: A Conversation with the Laboratory of Insurrectionary Imagination2023 •
Sebastian Abel/Dieter Hüning (Hg.): Religion, Moral und Kirchenglaube. Beiträge zu Kants 'Religion innerhalb der Grenzen der bloßen Vernunft' (1793), Berlin/Boston: de Gruyter
Kant über die Stufen des Bösen2023 •
2024 •
2014 •
2020 •
2022 •
Journal of Human Reproductive Sciences
Acceptance of donor eggs, donor sperms, or donor embryos in Indian infertile couples2018 •
arXiv (Cornell University)
On classical and quantum perspectives of $\mathcal{F}(R,\mathcal{G})$ gravity black holes with constant topological Euler density in nonlinear electrodynamics2022 •
Martial arts studies
Globalization, authenticity and legitimacy in Mexican capoeira2023 •
2015 •
Revista Eletrônica Científica da UERGS
Detecção de patógenose insetos-praga em pomares de louro em Paty do Alferes-R2021 •