Understanding definite integral concepts of prospective teachers through actions and processes based on gender difference

Abstract

Abstract This research was a qualitative research which aimed at describing the understanding of the integral concept of prospective teachers through actions and processes in terms of gender difference. The research subjects were one female student and one male student of Mathematics Education study program. Data were collected through assignment sheets and followed by interviews. After data were analyzed, it was found that the action of the female subject in determining the definite integral was certainly shown by completing the integral task procedurally using the appropriate formula. At the action stage, in determining the total area female subject directly used the integral formula regardless the form and location of the region formed by a curve. The action of male subject in determining the integral was certainly similar to the female subject. It was shown by calculating the integral using the appropriate formula. For the task of determining the total area under the curve, male subject first described the form of the curve and paid attention to the position of the region with respect to x-axis. At the process stage, female subject explained the steps to complete the integral. When explaining how to calculate the total area under the curve, the female subject explained the solution steps regardless the position of the region. Meanwhile, the process stage of male subject was shown by explaining the steps and revealing the reasons for using the formula he used after identifying the form of the given integral. The male subject gave attention to the position of the region with respect to x-axis when calculating the region.