Abstract:
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.
