Exploring Student Mathematical Fluency in Understanding and Applying Basic Differential Calculus Rules: An Inquiry in Milton Margai Technical University – Sierra Leone

This study looks at how well students understand and use the rules of differential calculus, a key part of mathematics. It finds that many students struggle with applying these rules correctly. Out of 120 university students enrolled for introduction to calculus course, about 69% perform poorly, while 8% are considered good and 4% are very good.  The research shows that students’ previous experience with calculus, the number of hours they study, and class attendance all help improve their understanding. Specifically, prior calculus experience has a moderate positive effect with a correlation of 0.45, study hours have a strong positive effect with a correlation of 0.52, and attendance has a moderate effect with a correlation of 0.30. On the other hand, feelings like confidence have a weak impact, with a correlation of only 0.12. Common problems include misunderstandings about concepts, procedural errors, and anxiety. 54.74% of the errors made by future teachers are due to conceptual misunderstandings, indicating a need for deeper understanding of ideas, not just calculation practice. The study recommends using teaching tools like visual aids, real-world examples, diverse exercises, and a supportive environment to improve learning. It also suggests curriculum changes and new teaching methods to help students become more fluent in calculus, which is essential for success in STEM fields.