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dc.contributor.author | Sehole, Lorraine![]() |
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dc.contributor.author | Sekao, David![]() |
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dc.contributor.author | Mokotjo, Lindiwe![]() |
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dc.date.accessioned | 2024-07-30T05:15:30Z | |
dc.date.available | 2024-07-30T05:15:30Z | |
dc.date.issued | 2023-05 | |
dc.description.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. | en_US |
dc.description.department | Science, Mathematics and Technology Education | en_US |
dc.description.librarian | am2024 | en_US |
dc.description.sdg | SDG-04:Quality Education | en_US |
dc.description.uri | https://journals.co.za/journal/jitl1 | en_US |
dc.identifier.citation | Sehole, L., Sekao, D. & Mokotjo, L. 2023, 'Mathematics conceptual errors in the learning of a linear function- a case of a Technical and Vocational Education and Training college in South Africa', The Independent Journal of Teaching and Learning, vol. 18, no. 1, pp. 81-97, doi : 10.10520/ejc-jitl1-v18-n1-a6. | en_US |
dc.identifier.issn | 2519-5670 | |
dc.identifier.other | 10.10520/ejc-jitl1-v18-n1-a6 | |
dc.identifier.uri | http://hdl.handle.net/2263/97300 | |
dc.language.iso | en | en_US |
dc.publisher | Independent Institute of Education | en_US |
dc.rights | © Independent Institute of Education. | en_US |
dc.subject | National Curriculum (Vocational) L2 | en_US |
dc.subject | Mathematics students | en_US |
dc.subject | Linear function | en_US |
dc.subject | Conceptual knowledge | en_US |
dc.subject | Conceptual errors | en_US |
dc.subject | Technical and vocational education and training (TVET) | en_US |
dc.subject | SDG-04: Quality education | en_US |
dc.title | Mathematics conceptual errors in the learning of a linear function- a case of a technical and vocational education and training college in South Africa | en_US |
dc.type | Article | en_US |