A.H. Rosyidi, A.W. Kohar
This is a descriptive-explorative research which investigates the extent to which prospective teachers who completed calculus courses involve their procedural or conceptual knowledge in relation to the concept of definite integral through a problem-solving task. Data were collected from 30 prospective teachers' work on a problem-solving task related to Integral. Data were analysed by categorizing the prospective teachers' work into whether they considered f(x), as an integrand, meet the property of uniqueness or not. Results on initial test point out that more than a half of prospective teachers (n = 17) answered that the integrand of f(x) is unique, which means there is only one f(x) which satisfy the equation, while the remaining 13 prospective teachers answered f(x) is not unique. The reasons of those who answered f(x) is unique were found around procedural errors related to technique of integration and misunderstanding of using fundamental theorem of calculus. More specifically, there was no prospective teachers who related their performance with the concept of definite integral as area-relation and limit of Riemann sums. Results on the test after reflection activity points out that the prospective teachers seemed aware of their mistakes in finding f(x), proven by the increasing number of responses arguing that f(x) is unique as well as increasing number of variety of functions that can be possibly generated. © Published under licence by IOP Publishing Ltd.
Departement of Mathematics, FMIPA, Universitas Negeri Surabaya, Kampus Unesa Ketintang, Surabaya, 60231, Indonesia
