Learning obstacles of prospective mathematics teacher students on the concept of chain rules and alternative didactic designs
E Puspita (a*), D Suryadi (a), R Rosjanuardi (a)

(a) Universitas Pendidikan Indonesia
Jalan Dr. Setiabudhi No. 229 Bandung

Abstract

Many studies conclude that students still have difficulty understanding various concepts related to function derivatives. One of the concepts in derivatives is the chain rule used for composite functions. This study aims to: 1) identify student learning obstacles in understanding the chain rule concept, 2) design alternative didactic designs based on learning obstacle findings. Didactic Design Research (DDR) with two interpretive and critical paradigms was chosen in this study. The study involved 46 students of second-semester mathematics teacher candidates at one of the universities in Indonesia. Data analysis of test results, interviews, and document studies was carried out through identification, clarification, reduction, and verification techniques and then presented narratively. The results showed that students still experienced the ontogenic type of learning obstacle- mentally, students were not ready to accept knowledge because the didactic design did not accommodate the linkage of prerequisite material with chain rules. Epistemological learning obstacles are also found due to limited understanding and mastery of the chain rule concept, which is only associated with specific contexts. Based on the findings of these learning constraints, an alternative didactic design was then compiled as a hypothetical didactic design for the chain rule concept.

Keywords: learning obstacle, chain rule, alternative didactic design.

Topic: Mathematics Education