A Study of Mathematical Misconceptions on Vectors in Three Dimensions of The Fourth Year Students Majoring in Teaching Mathematics

Abstract

The purpose of this research was to study the mathematical misconceptions of three-dimensional vectors among the fourth year students majoring in teaching mathematics. The sampling population of this research included nineteen fourth-year students majoring in teaching mathematics at the Faculty of Education, Kasetsart University, 2017 academic year. The research instruments applied were the 23-item subjective test on mathematical misconceptions, developed by the researcher, with the reliability value of 0.8571 and an in-depth interview concerning mathematical conceptions. The data were analyzed by using frequency, percentage, and content analysis. By the research, it was found out that the sampling population had mathematical misconceptions of three-dimensional vectors. First of all, 29.62 percent of them had limited knowledge about threedimensional vectors, not enough for accurate application. Secondly, 29.23 percent of them misinterpreted or inaccurately conveyed the data. Thirdly, 25.58 percent of them had limited understanding concerning mathematical conceptions. Therefore, they applied mathematical rules of algebra and basic geometry inappropriately. Finally, 15.57 percent of them used irrelevant references for scopes and conditions. In other words, they misused theorems, laws, formulas and definitions in solving problems.