Learner Errors and Misconceptions in Elementary Analysis: A Case Study of a Grade 12 Class in South Africa

Autor/inn/en	Luneta, Kakoma; Makonye, Paul J.
Titel	Learner Errors and Misconceptions in Elementary Analysis: A Case Study of a Grade 12 Class in South Africa
Quelle	In: Acta Didactica Napocensia, 3 (2010) 3, S.35-46 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2065-1430
Schlagwörter	Case Studies; Grade 12; Foreign Countries; Error Patterns; Calculus; Mathematics Instruction; High School Students; Misconceptions; Classification; Algebra; Knowledge Level; Mathematics Skills; Coding; Qualitative Research; South Africa + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; School year 12; 12. Schuljahr; Schuljahr 12; Ausland; Fehlertyp; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Missverständnis; Classification system; Klassifikation; Klassifikationssystem; Wissensbasis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Codierung; Programmierung; Qualitative Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The paper focuses on analysing grade 12 learner errors and the misconceptions in calculus at a secondary school in Limpopo Province, South Africa. As part of the analysis the paper outlines the nature of mathematics errors and misconceptions. Coding of learners' errors was done through the lens of a typological framework. The analysis showed that most of the errors and misconceptions were due to knowledge gaps in basic algebra. Also noted was that errors and misconceptions in calculus were related to learners' over-dependence on procedural knowledge which had no conceptual basis. On the other hand, learners sometimes had sound conceptual knowledge for which they had not acquired allied procedural knowledge needed to perform in particular questions. Implications of the study to the wider mathematics education community are highlighted. (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01