Mathematics conceptual errors in the learning of a linear function- a case of a technical and vocational education and training college in South Africa
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Date
Authors
Sehole, Lorraine
Sekao, David
Mokotjo, Lindiwe
Journal Title
Journal ISSN
Volume Title
Publisher
Independent Institute of Education
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.
Description
Keywords
National Curriculum (Vocational) L2, Mathematics students, Linear function, Conceptual knowledge, Conceptual errors, Technical and vocational education and training (TVET), SDG-04: Quality education
Sustainable Development Goals
SDG-04:Quality Education
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.