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Teachers identifying and responding to learner errors and misconceptions in numbers, operations and relationships in the intermediate phase
Thesis (MPhil)--Stellenbosch University, 2021.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2021
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| _version_ | 1867614016497516544 |
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| access_status_str | Open Access |
| author | Bowers, Beryl Elizabeth |
| author2 | Gierdien, M. Faaiz |
| author_browse | Bowers, Beryl Elizabeth Gierdien, M. Faaiz |
| author_facet | Gierdien, M. Faaiz Bowers, Beryl Elizabeth |
| author_sort | Bowers, Beryl Elizabeth |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MPhil)--Stellenbosch University, 2021. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/109975 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:45:20.375Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/109975 Teachers identifying and responding to learner errors and misconceptions in numbers, operations and relationships in the intermediate phase Bowers, Beryl Elizabeth Gierdien, M. Faaiz Stellenbosch University. Faculty of Education. Curriculum Studies. Intermediate Phase teachers, Learners' mathematical errors and misconceptions, Number, Operations, Relationships, Procedural and conceptual knowledge, Mathematics Assessment Mathematics teachers Primary school teachers Mathematics -- Students (Primary school) -- Knowledge and learning Number theory -- Students (Primary school) -- Knowledge and learning UCTD Thesis (MPhil)--Stellenbosch University, 2021. ENGLISH SUMMARY : The purpose of this study was to investigate the ways in which Intermediate Phase (Grades 4, 5 and 6) teachers identify and respond to learners’ mathematical errors and misconceptions in the content area of Numbers, Operations and Relationships (NOR) as prescribed by the Curriculum and Assessment Policy Statement CAPS (Department of Basic Education [DBE], 2011). It is evident that errors and misconceptions arise when learners are learning specific aspects of mathematics. The ability to distinguish between, and address, errors and misconceptions is key to learning and improving learners’ mathematical achievements within the mainstream class context. The identification of these errors and misconceptions is important for teachers, as this offers them the opportunity to adapt their teaching style and lessons to help eradicate learners’ errors and misconceptions. This study focuses specifically on the ways teachers identify the challenges learners face in understanding numbers, operations and relationships and explores suitable instructional methods for the remediation of those errors and misconceptions. These methods include learner revision strategies, in which learners engage in cognitive conflict by seeking out and addressing the mathematical and/or cognitive nature of their errors. A qualitative approach was adopted by using three cycles of participatory action research (PAR). The empirical data collected during this study included a variety of data collection instruments. The instruments include interviews, class observations, focus groups and field notes. Data from these instruments were analysed and the findings suggest that, when teachers attend to learner errors and their reasoning behind their errors, they were able to identify and address misconceptions. AFRIKAANSE OPSOMMING : Die doel van hierdie studie was om ondersoek in te stel na wyses waarop onderwysers in die Intermediêre Fase (Graad 4, 5 en 6) leerders se wiskundige foute in en wanopvattings oor die inhoudsarea van getalle, bewerkings en verwantskappe, soos voorgeskryf deur die Kurrikulum- en assesseringsbeleidsverklaring (KABV, 2011), identifiseer en wat die onderwysers se reaksie op hierdie kwessies is. Dit is duidelik dat foute en wanopvattings by leerders ontstaan tydens die onderrig van wiskunde. Die vermoë om te onderskei tussen foute en wanopvattings en die aanspreek van hierdie kwessies, is belangrik vir leer en vir die verbetering van leerders se wiskundeprestasies binne die konteks van ’n hoofstroomklas. Die identifisering van hierdie foute en wanopvattings is beduidend belangrik vir onderwysers, aangesien dit hulle die geleentheid bied om hul onderwysstyl en lesse sodoende aan te pas dat die geïdentifiseerde dilemmas uitgeskakel kan word.. Hierdie studie fokus spesifiek op die wyses waarop onderwysers die uitdagings identifiseer wat leerders ondervind rondom getalbegrip, bewerkings en verwantskappe. Tydens die ondersoek is navorsing gedoen en ondersoek is ingestel na geskikte metodes vir die remediëring van daardie foute en wanopvattings. Hierdie metodes sluit hersieningstrategieë in waar leerders kognitiewe konflik gebruik om die wiskundige en/of kognitiewe aard van die foute uit te lig en aan te spreek. ’n Kwalitatiewe benadering is oor drie siklusse van Deelnemende Aksienavorsing (DAN) gevolg. Die empiriese data is ingewin deur die aanwending van ’n verskeidenheid van dataversamelingstegnieke. Dit sluit in persoonlike onderhoude, klaswaarnemings, fokusgroepe en veldnotas. Data oor hierdietegnieke is ontleed en daar is bevind dat wanneer onderwysers aandag skenk aan leerderfoute en hul redenasie oor die foute, hulle wanopvattings kon identifiseer en dit gevolglik kon aanspreek. Masters 2021-02-26T14:11:40Z 2021-04-21T14:34:34Z 2021-02-26T14:11:40Z 2021-04-21T14:34:34Z 2021-03 Thesis http://hdl.handle.net/10019.1/109975 en_ZA Stellenbosch University xiv, 146 pages ; illustrations, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Intermediate Phase teachers, Learners' mathematical errors and misconceptions, Number, Operations, Relationships, Procedural and conceptual knowledge, Mathematics Assessment Mathematics teachers Primary school teachers Mathematics -- Students (Primary school) -- Knowledge and learning Number theory -- Students (Primary school) -- Knowledge and learning UCTD Bowers, Beryl Elizabeth Teachers identifying and responding to learner errors and misconceptions in numbers, operations and relationships in the intermediate phase |
| title | Teachers identifying and responding to learner errors and misconceptions in numbers, operations and relationships in the intermediate phase |
| title_full | Teachers identifying and responding to learner errors and misconceptions in numbers, operations and relationships in the intermediate phase |
| title_fullStr | Teachers identifying and responding to learner errors and misconceptions in numbers, operations and relationships in the intermediate phase |
| title_full_unstemmed | Teachers identifying and responding to learner errors and misconceptions in numbers, operations and relationships in the intermediate phase |
| title_short | Teachers identifying and responding to learner errors and misconceptions in numbers, operations and relationships in the intermediate phase |
| title_sort | teachers identifying and responding to learner errors and misconceptions in numbers operations and relationships in the intermediate phase |
| topic | Intermediate Phase teachers, Learners' mathematical errors and misconceptions, Number, Operations, Relationships, Procedural and conceptual knowledge, Mathematics Assessment Mathematics teachers Primary school teachers Mathematics -- Students (Primary school) -- Knowledge and learning Number theory -- Students (Primary school) -- Knowledge and learning UCTD |
| url | http://hdl.handle.net/10019.1/109975 |
| work_keys_str_mv | AT bowersberylelizabeth teachersidentifyingandrespondingtolearnererrorsandmisconceptionsinnumbersoperationsandrelationshipsintheintermediatephase |