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Abstract
The study investigates how helpful college-level real analysis knowledge is in developing the ability to detect errors in high school calculus problems. Preservice teachers were selected as subjects to solve four calculus problems containing errors, primarily due to insufficient or incorrect conditions. The test subjects were simply asked to solve problems without knowing that there were errors in them. In addition to a quantitative analysis of the subjects’ results, in-depth qualitative examinations of how they identified the errors were conducted. The study was designed based on the following two perspectives. Firstly, finding errors in mathematics problems requires a deep understanding of the concepts within the content of the area to which the problem belongs. Secondly, students may focus only on calculations without understanding the concepts in calculus, it is important to find ways to assess their understanding of those concepts. The results of the experiment seem to show, both quantitatively and qualitatively, that preservice teachers use college-level mathematics concepts when they attempt to understand high school mathematics deeply.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
INT ELECT J MATH ED, Volume 21, Issue 2, May 2026, Article No: em0878
https://doi.org/10.29333/iejme/18182
Publication date: 01 Apr 2026
Online publication date: 24 Mar 2026
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