Mathematics conceptual errors in the learning of a linear function- a case of a Technical and Vocational Education and Training college in South Africa
DOI:
https://doi.org/10.17159/ijtl.v18i1.17173Keywords:
National Curriculum (Vocational) L2, mathematics students, linear function, conceptual knowledge, conceptual errorsAbstract
In this case study, we explored the conceptual errors that National Certificate (Vocational) Level 2 mathematics students at a Technical and Vocational Education and Training (TVET) College in South Africa experience in learning functions. Qualitative data were sourced from a sample of Level 2 (L2) mathematics students (n=17) from a TVET college through test responses and interviews. The findings revealed that the students find it difficult to: recognise a linear function, translate between different representations of a linear function, and identify particular components of a linear function. The findings generally indicated that the students lack conceptual understanding of the linear function. From the interviews, the students pointed to the teachers’ instructional practices as a major contributory factor to the identified difficulties they experienced. Specifically, a lack of exposure to instruction and assessment tasks that involved all representations of functions hindered a deep conceptual understanding of functions.
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