A research report submitted to the Faculty of Science, in partial fulfilment of the requirements for the degree of Master of Science, University of the Witwatersrand. Johannesburg, 2016. / The purpose of this study, conducted at a mathematics clinic, was to investigate the misconceptions that learners display through errors they make when solving algebraic equations involving fractions. A teaching intervention to address those errors and misconceptions was done at a mathematics clinic. A mathematics clinic is a remedial facility where low-attaining students attend sessions, by choice or by referrals. In this study teaching intervention was used to address learners’ errors and misconceptions. The assumption of the study was that learners are knowledge constructors that use previously-learned knowledge as the basis of new knowledge. Since their previous knowledge contains errors and misconceptions, the construction of new knowledge results in errors.
This research was mainly qualitative. Data were collected, using a sample of 17 grade 10 learners, though the work of only 13 of them was analysed. Two participants wrote the pre-test, but did not participate in the subsequent data collection, and the other two did not solve some of the equations in the pre- and post-tests. There were three stages of data collection; pre-test, teaching intervention and post-test.
Pre- and post-tests were analysed for errors committed by learners, and the teaching intervention sessions were analysed for opportunities of learning provided. Transcripts were produced from the teaching intervention sessions. They were also analysed to check how students participated in constructing mathematical meanings, and also how effectively their attention was focused on the object of learning. The errors found in learners’ equation-solving were like-term errors, lowest common denominator errors, careless errors, sign errors and restriction errors. The comparison of the number of learners who committed these errors in the pre- and the post-test was insightful. Of 13 learners, 4 committed like-term errors in the pre-test and just 1 in the post-test; 4 committed LCD errors both in the pre- and post-tests; 9 committed careless errors (other errors) in the pre-test, and 6 learners in the post-test; 7 committed sign errors in the pre-test and 1 in the post-test; and 12 committed restriction errors in the pre-test, and 9 in the post-test. These findings suggest that teaching intervention is a necessary pedagogical technique, and needs to be employed when addressing learners’ errors and misconceptions in mathematics. Reduction in learners’ errors and misconceptions was evident after the teaching intervention suggesting that the mathematics clinic provided learning opportunities for participants. / LG2017
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/21734 |
| Date | January 2016 |
| Creators | Khanyile, Duduzile Winnie |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | Online resource (121 pages), application/pdf |
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