Concept questions in Calculus I: Identifying the misconceptions and difficulties of students

This thesis explores the creation of concept questions and their implementation into the Calculus I classrooms at the University of Colorado at Boulder. Over two summers, a portfolio of questions was developed to test conceptual understanding of calculus using a multiple-choice format. Constant revisions have been made with advice from fellow teaching assistants and professors. The end result is a collection of 120 validated concept questions that span the entire first semester of calculus. In the fall of 2005, these questions were posed to the students during weekly recitations. In the spring, the questions were asked in the lectures with the use of clicker technology. Data again confirmed students were having difficulties with certain questions. Six questions were targeted for further analysis using individual student interviews. Those interviews revealed that though the concept questions revealed areas where students struggled, they were inadequate in identifying the exact nature of students' misconceptions.