Problems faced by secondary education students in solving derivatives

Abstract

The main goal of this research is to find out the causes of the problems that mathematics teachers and students face in teaching/learning derivatives in the third intermediate grade. The study design was qualitative. The study was conducted on mathematics students in two middle schools in Najaf Governorate, and a mathematics teacher from each school was selected from the study sample. The data collection tool uses classroom observations and open-ended observations in the form of interviews for teachers and students. That is, the research methods are classroom observations and personal interviews, respectively. Results show problems with teaching/learning derivatives Relevant to the learning environment of the example school; as is prior knowledge. Classroom operating instructions; teacher and student characteristics; and teaching methods, teaching materials, and Assessment techniques. The above problems are all caused by students; prior knowledge of this is weak Students lack unique cognitive structures such as functions, geometry, and coordinates. The project is valid. Teachers do not have access to materials and information on modern teaching techniques Teaching is evaluated for lack of ideas for generating locally usable material .