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The implications of teachers’ understanding of learner errors in mathematics
Dissertation (MEd)--University of Pretoria, 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613497157746688 |
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| access_status_str | Open Access |
| author2 | Sekao, David |
| author_browse | Sekao, David |
| author_facet | Sekao, David |
| collection | Thesis |
| dc_rights_str_mv | © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/78484 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:05.077Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/78484 The implications of teachers’ understanding of learner errors in mathematics Sekao, David Mtumtum, Cebisa Faith UCTD Error analysismisconceptions conceptual understanding procedural fluency Cognitively Guided Instruction Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2020. Low levels of learner performance in Mathematics in the Senior Phase (Grades 7-9) in South Africa is often attributed to insufficient mathematics content knowledge among teachers. Although this view might be justifiable, it is often incorrect to assume that content knowledge alone will solve the problem of low performance in mathematics. This study, therefore, argues that understanding learner misconceptions and/or errors and their underlying intricacies could provide the basis for instructional decision making, subsequently improved performance in mathematics. The purpose of the study was to explore the implications of teachers’ understanding of learner errors for mathematics learning. The study was guided by qualitative methods using a case study design which involved data collection from two schools, followed by in-depth data analysis. Two theoretical lenses, namely, Cognitively Guided Instruction (CGI) and Constructivist theory were used to explore the main research question: What are the implications of the teachers’ understanding of learner errors on the learning of school mathematics in the Senior Phase (specifically Grade 9)? Data was collected through lesson observations, analysis of learners’ test responses and interviews. The findings revealed that teachers’ understanding of learner errors from written responses differed notably from intricacies of same errors emanating from interviewing the learners as well as the same errors analysed by the researcher. The implications of these findings suggest the likelihood of a mismatch between teachers’ instructional decision making and learner misconception/errors and this may hamper effective learning of mathematics. bs2026 Science, Mathematics and Technology Education MEd Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-10: Reduced inequalities 2021-02-12T09:37:30Z 2021-02-12T09:37:30Z 20/10/02 2020 Dissertation Mtumtum, CF 2020, The implications of teachers’ understanding of learner errors in mathematics, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/78484> S2020 http://hdl.handle.net/2263/78484 en © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Error analysismisconceptions conceptual understanding procedural fluency Cognitively Guided Instruction Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 The implications of teachers’ understanding of learner errors in mathematics |
| title | The implications of teachers’ understanding of learner errors in mathematics |
| title_full | The implications of teachers’ understanding of learner errors in mathematics |
| title_fullStr | The implications of teachers’ understanding of learner errors in mathematics |
| title_full_unstemmed | The implications of teachers’ understanding of learner errors in mathematics |
| title_short | The implications of teachers’ understanding of learner errors in mathematics |
| title_sort | implications of teachers understanding of learner errors in mathematics |
| topic | UCTD Error analysismisconceptions conceptual understanding procedural fluency Cognitively Guided Instruction Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/78484 |