Moreover, the topic of root numbers should definitely be explained using the Pythagorean Theorem, and the guidebooks should be revised accordingly. In light of these findings, it is suggested that teachers pay attention to the mathematical language and mathematical representations they use during instruction. However, it was seen that some misconceptions (B category) continued after the applications. The greatest transformation was the transformation of misconceptions into scientific knowledge. 5-step cognitive conflict approach made some transformations between categories. The test results of the students were divided into 4 groups called "misconception", "lack of knowledge", "lack of confidence", "scientific knowledge", and these groups were also divided into categories (A, B. This test was used as a pre-test before applications and the same test was used as a post-test after applications in the same class. A three tiered diagnostic test was used to determine the impact of the 5-step cognitive conflict approach in the study. For this purpose, this study was conducted with 8th-grade students of a secondary school in a region of Turkey. This study aims to determine the effect of the cognitive conflict approach on the elimination of misconceptions in square root numbers. The findings revealed that using a constructivist approach, polytechnic students' understanding of the concepts of limits can be improved. The data were statistically analyzed using mean, SD, and independent sample t-test. The instruments were pilot tested and confirmed to be reliable using Cronbach's alpha (α=0.82) coefficient. The research instruments used were self-developed pre-test and post-test that was validated by experts. A pre-test post-test quasi-experimental design was adopted, with one hundred (100) students randomly sampled from the population of all ND 2 students taking the course of Calculus for Science (STP 213). In this study, two research questions were raised, and two null hypotheses were formulated to guide the study. Because learners develop their own knowledge or at least interpret it based on their perceived experiences, one of the most essential ways for teaching calculus is the constructive approach. As a result, the level of understanding and prior preparation of a student's learning style is affected. Compare the equation Desmos generated to yours.Students learn in a variety of ways, with some instructors lecturing, others demonstrating/discussing, and some focusing on principles while others on applications. To have Desmos create an equation of best fit, in the input bar, add a new equation y1~bx1^2+cx1+d.Adjust your sliders until you get the highest possible value for R².Desmos uses y 1 to represent the y-value in a data table and x 1 to represent the x-values in a table. To have Desmos calculate your R 2 value in a new input line type y1 ~ a(x1-h)^2+k. The closer R2 is to 1, the better the curve matches the data. The R-squared value is a statistical measure of how close the data are to a fitted regression line.To do so, click on the gear icon to Edit List. You will likely need to change your slider settings.
Adjust the values of the sliders until the graph of the equation most closely fits your data points.In the input area, type y=a(x-h)^2 + k and press Enter.In the example above, the data appears to be quadratic. Decide what type of equation the data represents.Modify your x, and y values to reflect your data.Click on the wrench in the upper right to change the graph settings.In the upper left, choose Add Item > table.
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