Sehole, LorraineSekao, DavidMokotjo, Lindiwe2024-07-302024-07-302023-05Sehole, 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-a6.2519-567010.10520/ejc-jitl1-v18-n1-a6http://hdl.handle.net/2263/97300In 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© Independent Institute of Education.National Curriculum (Vocational) L2Mathematics studentsLinear functionConceptual knowledgeConceptual errorsTechnical and vocational education and training (TVET)SDG-04: Quality educationArticle