Learning difficulties encountered in the teaching and learning of linear programming
Abstract
The thesis studies
some aspects
of the
learning
components
of
linear
programming
in
two
variables.
It
incorporates
a
teaching
experiment
that
uses
an
arithmetic
approach
to
introduce
linear
programming.
A
specific
strategy
of
identifying
the
optimal
point
is
then
emphasized
to
enhance
a relational
understanding
of the
corner
point
theorem.
The
subjects
chosen
for
the
study
are
four
pre-
commerce
students
at
Concordia
University.
This
group
of
students
is
selected
because
the
subject
matter
they
learn
in
linear
programming
comprises
the
learning
components
under study.
The
subjects
prerequisite
knowledge
is
gauged
by
their
performance
on
a
pre-test.
A
semi
standardized
interview
is
conducted
to
follow
up
the
difficulties
and
errors
that
emerge
during
the
teaching
to
explain
the
underlying
causes
for
the
difficulties.
The
subjects
solve
one
problem
independently
during
the
experiment
and
five
others
in
a
post-test
designed
to
gauge
the
effect
of
the
strategy
on
reinforcing
the
understanding
of
the
corner
point
theorem.
Examination
scripts
(174)
including
those
of
the
subjects
are
analyzed
for
potential
difficulties
and
errors
to
provide
extra
data
on
the
frequency
of
occurrence
of
the
difficulties
and
errors.
Ten
text
books
chosen
at
random
are
also
analyzed
to
find
out
how
they
might
help
alleviate
or add
to
the
difficulties
Citation
M.ED ThesisPublisher
Concordia University
Collections
- Faculty of Education (FEd) [6011]